Abstract
This best practice brief highlights the collaborative work among a disability resource professional, a university architect, campus recreation professionals, and students with disabilities to create a campus recreation center with universal design features and considerations for students with disabilities. This partnership served to illustrate that building to minimum compliance standards does not necessarily remove barriers to equitable participation for persons with disabilities. It became evident that valuing the disability experience led to high quality design and further programmatic and equipment considerations made to accommodate all. From this project, best practices in inclusive, usable, and equitable design and programmatic and equipment considerations for users with disabilities can be observed and applied to future projects.
Published Version
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