Resumen de Equidade social na acessibilidade aos espaços escolares
The concepts of inclusive education and school consider that all students should have the same rights and the sameequality of opportunities, regardless their difficulties and characteristics. An analysis of the social and educationalparadigms towards inclusive education shows that the school should adjust its educational practice to ensure theeducational success of all students and their autonomy in terms of mobility. In this context it is assumed a greatimportance of environmental factors in the biological-chemical-social model of disability.Therefore one must ensure that inclusive schools are architecturally adapted to the diverse needs of students. Thisaccessibility requirement to the built environment is internationally assumed by institutions and communities workingtowards an inclusive school.Building inclusive schools and societies requires that the design and rehabilitation of urban and built environmentrespect the principles of universal design by providing ‘ equitable use’, ‘flexible’, ‘intuitive’, ‘perceptible’, ‘low physicaleffort’, ‘tolerable’, and ‘well-dimensioned’ spaces for diverse users.The established norms of the Accessibility National Legal System should be implemented in practice, so that theinclusion of these students happens and that their teaching/learning process is achieved. A methodology of analysisand diagnosis of school physical accessibility is developed by building performance parameters, based on the currentlegislation “Decreto-lei nº 163/2006 de 8 de Agosto”.The other concern of this paper is to analyse if Portuguese Accessibility Norms consider different users or if theymainly provide the mobility of wheelchair people.
