Accessible environment - mobility and dexterity

A ‘universally accessible environment’ is one in that is usable by anyone, in safety and without difficulty. Adaptations may be required for those with mobility and dexterity difficulties, but these changes may also help the porter with the heavy trolley as much as the lecturer carrying books.

• Accessible pathways should connect all buildings on the central campus, with easy access to other sectors of the institution including living and social accommodation.
• Good signage is required, positioned at appropriate heights.
• Available accessible parking spaces should be clearly marked.
• Ramps to the entrance of buildings need to be of an appropriate slope with a non-slip surface.
• Secure external entrances should have doorway shelters from inclement weather.
• Internal doors should be easy to use – wide enough for wheelchair users and light enough to open with one hand.
• Controls on doors, such as locks and keypads, should be easy to reach from a wheelchair and not require dexterity.
• Lifts or alternative routes with short ramps are necessary for rooms at different levels.
• Appropriate emergency escape strategies should be in place.
• Accessible cloakrooms and drinking stands should be available and signposted.
• Information, whether provided within a reception area or by a touch screen computer system, should be at wheelchair height. This also applies to pinboards on walls, pigeon holes and door signs.
• Large meeting areas should be accessible, with an easy route on and off the stage. Wheelchair spaces should be available throughout the auditorium so that students can be with friends and family on important occasions.
• Lecture rooms should have an area set aside for wheelchairs.
• Tutorial rooms may need to have extra space made for wheelchair access.
• Workshops, libraries and private study areas should be equipped with adjustable tables and a choice of ergonomically designed chairs.
• Technological solutions are available to help with note taking and communication. Note that bright lighting may need adjustment to avoid reflections on computer screens.

1. Inclusive teaching
2. Universal Design for Learning
3. Preparing to teach inclusively
   1. Developing an appropriate and inclusive teaching strategy
   2. Making appropriate reasonable adjustments
   3. Providing an accessible and safe learning environment
      1. Accessible environments for visually impaired students
      2. Accessible environments for deaf students
      3. Accessible environments for students with specific learning difficulties
      4. Accessible environments for students with mental health difficulties
      5. Accessible environment - mobility and dexterity
4. Sustaining self-esteem and motivation
5. Barriers to learning
6. Specialist support staff
7. Assistive technologies
8. Learning environments
9. Learning materials
10. Academic assessment