A Study on the Improvement of Barrier free Design in School Facilities - Focused on Cheonkwang middle and high school in Changwon -

Abstract

Inclusive education takes place in a non-discriminative environment. Students with unique abilities find it hard to coexist and learn with others due to physical and psychological barriers. Changwon, Cheonkwang can promote inclusive learning by creating an environment where everyone feels appreciated. South Korea Special Education Promotion Act has guidelines on how physical infrastructure should be built to promote all students' inclusion. The regulations state that all schools structure should be designed and built with ramps, handrails and other facilities that ensure that even people with disabilities can use the facility in the best way possible. Qualitative and quantitative research methods can be used to review education's inclusiveness and how physical facilities can prevent some students from access quality education with ease. People living with disabilities have, for many years, been affected by physical barriers whenever they seek education. Modern school architecture is accommodating various students regardless of physical ability. An increased regulatory framework to guide the built environment is promoting inclusive education in a big way. The study's survey tool was created in consultation with the supervisor to limit potential effects and problems linked to improper data collection. While other disabilities limit access to education, they are not as significant as mobility challenges. A comparative analysis revealed differences and similarities in universal design between schools and the literature on universal design. The report recommends areas that need improvement to promote students’ further access to learning facilities.