Universal Accessibility in the Design of Public Post Primary Schools: A. Case Study of Birnin Kebbi Metropolis

Abstract

This research investigates the universal accessibility of secondary school buildings in Birnin Kebbi Metropolis, Nigeria, with a specific focus on understanding and improving physical infrastructure to accommodate diverse needs. Recognizing the fundamental right to education for all, including individuals with disabilities, the study utilizes a case study approach to assess the current state of secondary school buildings in the selected region. Employing a qualitative research approach, specifically an observational study and using an observation checklist as a data collection method, the research aims to identify barriers and challenges to universal accessibility. Key areas of examination include the adequacy of infrastructure, the presence of inclusive design features, and overall compliance with accessibility standards. The research contributes valuable insights to the existing knowledge on inclusive education in Nigeria, shedding light on the current status of secondary school buildings in Birnin Kebbi Metropolis. The findings shows that most of the public secondary schools in Birnin Kebbi were not designed with consideration for inclusiveness. The findings also includes recommendations for policy enhancements, architectural interventions, and awareness campaigns to create a more inclusive and accessible educational environment. By advocating for universally accessible secondary school buildings, the research aims to address the diverse needs of students, fostering an equitable and empowering educational experience for all. Overall, this research bridges gaps in understanding the accessibility landscape of secondary schools in Birnin Kebbi Metropolis. It not only identifies existing challenges but also proposes actionable recommendations for policymakers, architects, and educators to collaboratively work towards a more inclusive educational infrastructure in Nigeria.