Is It Really Accessibility: A Qualitative Study About School Accessibility

Abstract

Amaç: Serebral palsi (CP), merkezi sinir sisteminin ilerleyici olmayan bozulmasının sonucu olarak ortaya çıkan bir grup bozukluğu ifade eder. Çalışmamızın amacı, SP'li çocuklar için özel olarak evrensel tasarım kurallarına uygun olarak dizayn edilmiş okul ortamının SP'li çocukların katılım düzeyini nasıl etkilediğini araştırmaktır. Gereç ve Yöntem: Çalışma, SERÇEV Mesleki ve Teknik Anadolu Lisesi'nde yapıldı. Okul ADA Çevre Değerlendirmesi ile incelendi. Okula katılımın analizini yapmak için öğrenci ve aile ile yarı yapılandırılmış görüşmeler yapıldı. Çocukların kaba motor becerileri Kaba Fonksiyon Sınıflandırma Sistemi (GMFCS) ile; el becerileri El Becerileri Sınıflandırma Sistemi (MACS) ile; iletişim becerileri ise İletişim Becerileri Sınıflandırma Sistemi (CFCS) ile değerlendirildi. Nicel veriler SPSS 21 ile değerlendirilirken; nitel veriler MAXQDA ile analiz edildi. Sonuçlar: Çalışmaya 15-20 yaş arası (ortalama 16.9 ± 1.3 yaş) 28 SP'li çocuk (e: 16, k: 12) dahil edildi. Asansör ve tuvalet kullanımı sırasındaki katılım sorunları ve rekreasyon alanlarının mimari yerleşimi okul katılımını olumsuz etkileyen sorunlar olarak tespit edildi (p<0.05). Tartışma: Evrensel tasarım prensiplerine uygun dizaynlar yapılmasının yanında ergoterapist ve mimarların ortak çalışma alanlarının geliştirilmesi engelli çocukların okullarda tam katılımlarının sağlamak için önemlidir.

Keywords

• Serebral palsi,Çevre tasarımı,Sosyal katılım,Niteleyici araştırma,Mimari erişilebilirlik

Is It Really Accessibility: A Qualitative Study About School Accessibility

Abstract

Purpose: Cerebral palsy (CP) refers to a group of disorders; occurring as a result of a non-progressive impairment of the developing central nervous system. The aim of our study is to identify how universal designed school environment effects the participation level of the children with CP. Material and Methods: The study was done in SERÇEV Occupational and Technical Anatolian High School for children ith CP. The school was evaluated by ADA Environment Assesment. Semi-structured interviews with the student and the family were done to identify the barriers for school participation. Children’s gross motor skills were evaluated by The Gross Motor Function Classification System (GMFCS), hand functions by Manual Ability Classification System (MACS) and communication skills by Communication Function Classification System (CFCS). Data were analyzed by SPSS 21 and semi-structured interviews were analized with MAXQDA. Results: 28 children with CP (m:16, f:12) between15-20 years (mean 16.9 ± 1.3 years) were included. Participation problems during elevator and toilet use and architectural layout of recreational areas were indicated as causes of participation problems (p<0.05). Discussion: Additionally to design universal designed schools; interdyciplinary team work including occupational therapists and architects may improve school participation of children with disabilities. 

Keywords

• Cerebral palsy,Environment design,Social participation,Qualitative research,Architectural accessibility

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