Project: Identity and the Environment of a Person with Special Needs.
(Fieldwork)
Students, in groups, will examine ZU campus or any other public establishment around AD to inspect how these places attempt to include people with special needs and address their needs in the public arena.
Accessibility and Identity Project
(200 points)
Length 5-6 pages without pictures or graphics
Students will conduct an accessibility project according to the following UAE Federal Law of 2006 Concerning the Rights of People with Special Needs:
https://www.abudhabi.ae/portal/public/en/citizens/religion_and_community/special_needs/gen_info36;jsessionid=B6nTVdgfLQTv7gkrwnyNXq4mzv1y2Y8gpkx1RkSyQwhnMpQL5QB8!357259939!-804420591?docName=ADEGP_DF_231072_EN&_adf.ctrl-state=1a6tt2bt1g_4&_afrLoop=5896926953650642#%40%3FdocName%3DADEGP_DF_231072_EN%26_afrLoop%3D5896926953650642%26_adf.ctrl-state%3D3eiwf5f4j_4
This accessibility and identity fieldwork will target various parts of the natural and constructed environments that are used by the public. This may include a building on campus, local restaurant, a park, government building, fitness facility, a transportation system (e.g., a bus stop; taxi), an entertainment venue (e.g., a movie theater; sporting arena), a mosque, or a mall.
Understanding access, or lack thereof, to public facilities is key to begin the process of including people with special needs in our communities. The objective of this project is to connect special needs and access in relation to identity and issues of politics. Issues that impact not only the individual but also the community as it defines the individual politics of their identity.
Your project will be conducted in small groups (2-3 students). In some instances it may be appropriate to first contact the selected agency/location and explain who you are, what you want to do and see, and why you are conducting the fieldwork.
Make a checklist for you and your partner/s
Choose a location then discuss how you are going to make initial contact with them.
Divide responsibilities. The list will include each responsibilities for each one of you regarding how you will tackle the project.
If you can, obtain the building floor plan or the site map for reference. If such plan is not available, you should sketch the layout of interior and exterior spaces. Think about each space from the perspectives of people with physical, hearing, visual, and cognitive special needs, and note areas that need improvement.
Each group will turn in a single report that summarizes their findings. For the group report, each member will contribute:
A summary of his/her responsibilities and findings (name each student and his/her responsibilities).
Using UAE Federal Guidelines summarize the barriers and discuss ideas for their removal. Consider the solutions, and add your own ideas. If needed, consult with building contractors, facility managers, equipment suppliers, etc. to estimate costs for making proposed modifications, as appropriate. Identify the priority area your assessment is associated with:
Accessible entrance into the facility, elevators, interior space etc.
Access to goods and services
Access to restrooms
Any other measures necessary as described in the guidelines.
Explain how a person’s special needs affects his /her social identity and daily routine and interactions with others.
Feedback for each member of the group
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