Analysis and proposals for an inclusive classroom block

Abstract

Introduction: The study addressed universal accessibility in the San Damian University Medium (MUSD) of CESMAG University, in order to identify architectural barriers affecting people with visual, hearing and reduced mobility disabilities. The research started from the need to guarantee inclusion in educational spaces, considering the Colombian regulation NTC 6304 and the principles of universal design.
Methods: A qualitative and interpretative approach was adopted through an architectural analysis of the classroom block and its adjacent routes. The process included experimental tours simulating the experience of users with disabilities, as well as the collection of information through plans, regulations, photographic records and direct observations. The hermeneutic method allowed interpreting existing deficiencies and proposing improvement strategies.
Results: The analysis revealed multiple accessibility deficiencies.Among them were the lack of tactile signs, incomplete or absent ramps, heavy doors and non-adapted furniture. In addition, it was found that the provisions projected in the plans had not been fully implemented. Although the lighting and some aspects partially complied with regulations, problems with acoustics, evacuation and Braille signage persisted. These limitations compromised user autonomy, safety and participation.
Conclusions: The study demonstrated that partial enforcement of regulations limited full inclusion on campus. However, it showed that there are technical, multisensory and low-cost solutions that could be implemented gradually. It also highlighted the importance of consolidating a design culture oriented towards inclusive design, strengthening the training of professionals committed to equity and sustainability in educational architecture.