Accessibility of gymnasia – Development and piloting of an assessment instrument to identify barriers of physical spaces

In this paper, we present a framework of analysis to identify potential barriers in different areas of gymnasia. The framework connects physical education (PE), special needs education, and DIN standards for architecture.... [ view full abstract ]

In this paper, we present a framework of analysis to identify potential barriers in different areas of gymnasia. The framework connects physical education (PE), special needs education, and DIN standards for architecture. Following a holistic view on PE that aims to support learning of sports and other movement cultures as well as social and personal learning (Dyson, 2014), we claim that physical spaces should support all students in taking an active role in and responsibility for the realization of PE. Concerning special needs education, we draw on the ideas of Universal Design for Learning (Meyer, 2014) and Universal Design for Physical Spaces (Burgstahler, 2015). From their perspective, the physical space of a gymnasium needs to meet certain requirements to use it for teaching heterogeneous groups in general in PE, not only concerning special needs education. “When universal design (UD) is applied to physical spaces, they are welcoming, accessible, and usable for people with a wide range of characteristics.” (Burgstahler, 2015, 201).

Our framework of analysis assesses the nine qualities (1) changes in level, (2) floor, (3) color & contrast, (4) signage, (5) obstacles & clutter, (6) air & temperature, (7) acoustics and auditory considerations, and (8) lighting and shade of four areas: (a) entrances, doorways and doors, (b) locker rooms, (c) gymnasium, and (d) equipment room. According to the measurement procedure, the raters assess every area relative to each quality. The different qualities are measured with a variety of techniques, e. g. RAL-values for contrast measurement, LUX-values, ramp gradient, storage management, evenness of lighting.

To pilot the framework, we used it to rate ten gymnasia in Hamburg (Germany) and communicatively validated it through interviews with local teachers and the raters. The results indicate that the potential to reduce barriers in short-, middle-, and long-term varies between those gymnasia.