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3. Assessing climate change and health provisions among staff in higher education institutions: A preliminary investigation

Author

Leal Filho, Walter, primary, Dinis, Maria Alzira Pimenta, additional, Lange Salvia, Amanda, additional, Sierra, Javier, additional, Vasconcelos, Helena, additional, Henderson-Wilson, Claire, additional, Diatta, Samo, additional, Kumar, T. V. Lakshmi, additional, Meirelles, Maria Gabriela, additional, and Carvalho, Fernanda, additional

Published
2024
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14. Global Benchmarking of Accessible and Inclusive Cities.

Author

Henderson-Wilson, Claire, Andrews, Fiona, Wilson, Erin, and Tucker, Richard

Subjects
BENCHMARKING (Management), PEOPLE with disabilities, EMPLOYMENT, INFRASTRUCTURE (Economics), ARCHITECTURAL education
Abstract

Globally, many built environments fail to meet the accessibility needs of people with disability. This is despite people with disability agitating for built environment accessibility improvement for many decades. This paper applies a grounded thematic analysis to review global literature to determine what constitutes an accessible and inclusive city and to discover global benchmarks of accessible and inclusive cities for people with disability. We identified five (composite) domains that an accessible and inclusive city would include: 1. Connectivity (spatial & digital); 2. Economic participation, employment and education; 3. Housing; 4. Community and social infrastructure; and 5. Processes of engagement and inclusion. We also identified a number of global accessible and inclusive city exemplars, including Breda, the Netherlands and Gdynia, Poland. From the global review of exemplars and definitions, domains and indicators, areas of practical action were identified that require multi-entity, multisector collaborations with influential partners addressing all prioritised domains. These actions included: the need to include those with lived experience of disability in the planning and design of environments and services; the need to work across the linked domains of the built form, services, attitudes, and economic participation; and the need to revise construction, design, planning and architectural education to foreground the needs and requirements of those with disability. [ABSTRACT FROM AUTHOR]

Published
2022
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