Abstract
Inclusive campuses: Contributions from urban planning, architectural composition, and functional profile
Highlights
1.1 Social inclusion and the universityAny exploration of innovative strategies in terms of social inclusion must begin with a review of the theoretical background, focusing on the foundations of education
It has been shown that the quality in the planning of a campus has an impact on teaching quality itself and on the reinforcement of the sense of belonging in students (Coulson et al, 2010); all of this can be extrapolated to groups with intellectual disabilities
The essential purpose of this text is to provide guidelines for creativity related to planning inclusive campuses, where a human, formative, and spatial integration of people with intellectual disabilities is promoted
Summary
1.1 Social inclusion and the universityAny exploration of innovative strategies in terms of social inclusion must begin with a review of the theoretical background, focusing on the foundations of education. Social inclusion in university spaces aims to increase the presence of those with intellectual disabilities. Given that their characteristics limit that incorporation, inclusion encourages their active participation; because they enjoy the training that the institutions can provide them, one of the significant consequences is the opportunity to access the labour market. There are numerous social and educational initiatives that promote this mission, but the contributions of urban architectural solutions must be properly valued. This text examines the built environment because it is called upon to enrich social inclusion and collaborate in creating academic environments that reinforce universal accessibility. In parallel, training actions are needed so that professors can learn about inclusive educational strategies (Pijl et al, 1997)
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