Access Audit Report Mizo Govt. Higher Secondary School

Science Building Aizawl, Mizoram

Submitted under:

Sugamya Bharat Abhiyan (Accessible India Campaign)

Department of Empowerment of

Persons with Disabilities

Ministry of Social Justice & Empowerment

Government of India

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ACCESS AUDIT REPORT

THE MIZO GOVT. HIGHER SECONDARY SCHOOL - SCIENCE BUILDING

MAC DONALD HILL ZARKAWT AIZAWL, MIZORAM – 796001

Submitted under:

Sugamya Bharat Abhiyan (Accessible India Campaign under Department of Empowerment of Persons with Disabilities,

Ministry of Social Justice & Empowerment, Government of India)

Prepared By:

Centre For Rehabilitation and Training For Multiple Disability

Birubari, Guwahati - 781016, Kamrup (Metro), Assam. Phone : 0361-2470990/2478912, Mobile : +91-9207049810

Email : shishusarothi@gmail.com

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Accessible India Campaign (Sugamya Bharat Abhiyan)

Accessible India Campaign is a nationwide flagship campaign of the Department of

Empowerment of Persons with Disabilities, Ministry of Social Justice and

Empowerment, Government of India, for achieving universal accessibility for persons

with disabilities and to create an enabling and barrier free environment, with a focus

on three verticals of built-environment accessibility, transportation system

accessibility and information and communication eco-system accessibility.

The task involved under the initiative, include identification of important public

buildings in 48 selected cities across India, conducting access audits and retro-fittings

of ramps, lifts, toilets, and signage in the buildings; making 75 important railway

stations and all international airports fully accessible and ensuring that at least 50% of

all web sites and public documents of the central and the state governments meet

accessibility standards. Specific timelines have been set all the above goals.

Aizawl, the capital city of the state of Mizoram is one of the selected cities, wherein

33 government / public buildings have been identified for conducting access audits

and retro-fittings to ensure barrier free environment.

Shishu Sarothi, a not-for-profit organization working in the field of disability for the

past around 30 years is an empanelled Access Auditor under the said initiative, and

participated in the Invitation for Bid process and was duly awarded the Work Order

bearing No. F.No.4-14/2015-A/C dated 19.03.2016 for conducting access audit of 33

buildings in Aizawl city.

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Table of Contents

1. Introduction

1.1 Accessibility in the built-environment Page 4

1.2 The Legal Framework Page 4

2. Access Audit

2.1 Purpose of Access Audit Page 5

2.2 Standards Page 5

2.3 Premises where Access-Audit was conducted Page 5

2.4 Access Audit Team Page 6

3. Access Audit Report

3.1 External Environment

3.1.1. Parking Lot Page 6

3.1.2. Alighting Page 7

3.1.3. Accessible Route Page 7

3.2 Internal Environment

3.2.1. Accessible Entrance Page 9

3.2.2. Reception & Lobby Page 10

3.2.3. Stairs Page 10

3.2.4. Ramps Page 11

3.2.5. Handrails Page 12

3.2.6. Elevators / Lifts Page 13

3.2.7. Escalators / Passenger conveyors Page 13

3.2.8. Corridors Page 13

3.2.9. Doors and doorways Page 14

3.2.10. Accessible Toilets Page 15

3.2.11. Cafeteria Page 17

3.2.12. Drinking water facilities Page 17

3.2.13. Control and operating mechanisms Page 18

3.2.14. Signages Page 19

3.2.15. Emergency Evacuation Page 20

3.2.16. Common building elements Page 21

3.3 Information, communication and services Page 22

4. Conclusion Page 23

5. Appendix Page i - lxiv

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1. Introduction:

1.1. Accessibility in the built-environment:

Environmental access is a set of norms and standards designed to provide safe and

independent use of varied environments such as transportation, roads, buildings and

communication by persons with disabilities. Universal design is a commitment for

designing products and environments for the broadest population possible, especially

for the people who have not been considered as part of the general population.

1.2. The Legal Framework

The importance of promoting greater access as an effective approach to reversing

exclusion and enhancing the equalization of

opportunities in a sustainable way has been the

mandate of the United Nations Convention on the

Rights of Persons with Disabilities (UNCRPD),

approved by the General Assembly in December

2006, ratified by India on October 1, 2014 and

which entered into force in May, 2008.

The Convention also mandates that all

Governments shall take measures for

implementation of minimum standards and

guidelines for accessibility of facilities and services

open to the public; to ensure that private entitles

that offer facilities / services open to the public

comply with all aspects of accessibility for persons

with disabilities; train stakeholders on accessibility

issues; provide Braille signage and live assistance,

professional sign language interpreters to facilitate

accessibility to buildings and other facilities open

to the public.

Further, Goal No. 3 of the Incheon Strategy,

which provides the Asian and Pacific Region and

the world the first set of regionally agreed distinct

inclusive development goals, mentions that access

to the physical environment, public transportation, knowledge, information and

communication is a precondition for persons with disabilities to fulfill their rights in

an inclusive society.

Sections 44, 45 and 46 of The Persons with Disabilities (Equal Opportunities,

Protection of Rights and Full Participation) Act, 1995, categorically provides for

non-discrimination in transport, on the roads and in built environments.

Article 9 of the UNCRPD on

“Accessibility” stipulates that

persons with disabilities are

to be enabled to live

independently and

participate fully in all aspects

of life. The Article casts an

obligation on all signatory

governments to “….take

appropriate measures to

ensure to persons with

disabilities access, on an

equal basis with others, to the

physical environment, to

transportation, to

information and

communication, including

information and

communications technologies

and systems, and to other

facilities and services open or

provided to the public, both in

urban and in rural areas…..”

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2. Access Audit:

2.1. Purpose of an access audit

The purpose of an access audit is to assess how a particular building or environment

performs in terms of access and ease of use by a wide range of actual and potential

users, including person with disabilities and to recommend access improvements. The

aim of the access audit and its follow-up are to:

Identify the extent of the problem of access to public buildings and

recommend changes / additions to make the environment accessible

To create awareness of the importance of the concept of barrier-free

environments for persons with disabilities

To enforce the inclusion of accessibility for persons with disabilities in the

official agenda of government and private agencies.

The report includes observations, measurements, sketches and photographs covering

all parts of the public building audited including the external and internal environment

as well as the services provided in the building.

2.2. Standards:

The accessibility standards and parameters adhered to in the instant access audit are as

per the revised guidelines (2014) of the Central Public Works Department Manual,

Handbook on Barrier-Free and Accessibility (URL: http://cpwd.gov.in). For some

points not specifically covered by the said Handbook, reference has been taken from

the Harmonized Guidelines and Space Standards for Barrier Free Built

Environment of the Ministry of Urban Development Government of India.

2.3. Premises where Access-Audit was conducted:

The Mizo Govt. Higher Secondary School is a Co-ed school with around 1,000

students from Arts, Science, Commerce and Computer Technique (Vocational

Training Unit). While the former three wings are spread over the main school

premises, which takes up a hill, the latter is located outside the main school premises.

The different buildings have separate staff rooms for teaching staff of the respective

wings.

The College was established in the year 1996 with two streams, Arts and Commerce,

and Science was introduced in the year 2000. Computer Technique under Vocational

Training Unit was started a few years later.

The Mizo Govt. Higher Secondary School - Science Building, is a three-storied

building, with classrooms, staffroom and laboratories.

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2.4. Access Audit Team:

Access Audit Team Name Designation

Access Auditor Ms Amvalika Senapati Coordinator, Disability Law Unit,

Shishu Sarothi

Architect Mr. Devadeep Gupta Alternate Architect & Installation Artist, Guwahati

Persons with Disability K. Lalhmingsanga Treasurer, Mizoram Blind Society

Accompanying Official from the Mizo Govt. Higher Secondary School :

Ms. Lalrinpuii, Lecturer, Contact: +91-9436151763

Date of Access Audit : April 28, 2016 (Thursday)

3. Access Audit Report:

This report gives a narrative outline of existing facilities, lays down the areas of concern

with pictorial illustrations of the existing infrastructure. The report comes with an annexure

which is a compilation of recommendations with technical details along with photographs

and suggestions.

The Audit is structured into three parts, viz, the external environment, internal environment

and information, communication and services.

3.1. External environment

The external environment includes the following:

3.1.1. Parking lot:

There is some parking area in front of the Commerce building, which is commonly used for

both the Science and Commerce building.

There is no reserved accessible parking bay for persons with disabilities.

(a)

(b)

Fig. 1: Reserved accessible parking to be provided in the space where a car is parked as shown in (b), commonly for both the Science / Commerce Building.

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Recommendations:

Reserved parking bay for people with disability should be provided as shown in Fig.

1(b).

Parking bay for people with disability has to be constructed preferably along with a

proper shed, adjacent to the space identified, which leads to the access route.

The parking bay and the adjacent access route has to be laid with tactile floor

guidance tiles along on a firm pathway, minimum 1200mm wide, laid with anti-skid

tiles and built as per CPWD guidelines, for independent navigation / mobility of

people with visual impairment.

Appropriate disability signage to be used for the reserved parking bay for persons

with disabilities along with directional signage leading to the tactile pathway /

accessible route.

3.1.2. Alighting

Right now there is no designated space for alighting of people with disabilities. But

after parking bay for people with disabilities have been identified and transformed,

there is space adjacent to the reserved parking bay to design alighting point with

required signposts, step free access and tactile guidance.

Recommendations:

Alighting point has to be constructed next to the reserved parking bay [(Fig. 1(b)].

Alighting point should be leveled and cleared out of traffic lane.

Proper sign-posts and signage to be installed along with tactile guidance tiles,

hazard warnings and positional files.

Step free route leading from the alighting area to the main entrance of the building

has to be constructed.

3.1.3. Accessible Route

The Science Block can be accessed from within the campus (Fig. 2) or from an

external access route 3000 mm wide (Fig. 3). The internal route is completely

inaccessible.

As the school is spread over a hill, there is no plain pathway or accessible route. The

Science Building is connected to the Arts / Admin Building through steps cut in hills

(Fig. 2).

There are two main gates for the School from the vehicular road. One of the gates [Fig.

3(a)] lead to a common route to the Commerce and the Science Block. The Commerce

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building is adjacent to the common parking area for the two buildings and the Science

block is just beyond it.

The pathway is slightly sloped and the surface of the pathway is different in different

places, not leveled and even, concrete in places and soil in others.

The pathway is free of barriers and obstacles. No gratings are present in the pathway.

There is no tactile guiding path including directional, hazard warning and positional

files provided for independent navigation.

The route from parking to the main entrance is long and there is no resting space along

the way.

There is no accessible directional signage directing to the accessible entrance.

There is no adequate artificial light on the pathways after sunset.

Fig. 2: Route from the Arts block up to the Science

Building within the campus

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(a)

(b)

(c)

Fig. 3: External access route 3000 mm wide to the Science / Commerce Building

Recommendations:

The existing route (Fig. 3) connecting the entrance gate, parking, alighting point and

the main entrance to the building should be upgraded. It can be made accessible by

installation of adequate tactile guiding path including directional, hazard warning and

positional tiles provided for independent navigation.

Adequate resting spaces should be made along the way from the parking to the

entrance.

Accessible directional signage should also be put up directing to the accessible

entrance.

3.2. Internal environment

The internal environment includes the following:

3.2.1. Accessible Entrance:

There is no entrance per se for the Science Building. Steps lead to corridors which in

turn leads to different classrooms and department offices.

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The main entrance is not accessible for persons with disabilities.

The entrance has adequate landing of 1500 mm x 1500 mm and is well illuminated.

There is no difference in floor finish at the door entrance easily identifiable by blind

users.

Fig 4: Entrance to Science building

Recommendations:

The stepped entrance should be made accessible by providing a ramp to connect

the plinth level of the building. (Refer to 3.2.4).

Accessible signage to identify the accessible entrance to be installed.

Floor finish at the door entrance to be clearly identifiable for visually impaired

people.

3.2.2. Reception and lobby:

There is no reception counter in the Science Building.

The main office in the Arts / Administrative Block is called / understood as the common

reception for all the school buildings, including the Science building.

3.2.3. Stairs:

There is one 1100 mm wide staircase in the Science Block, with uniform step risers and

treads of 150 mm and 300 mm respectively.

The first flight of stairs does not have any handrails, whereas for all other flights, there

is a concrete handrail on one side, with the supporting wall on the other.

There are no colour contrast strips at the edge of the steps.

There is no tactile warning provided at the beginning and end of the stairs.

There is adequate illumination on the stairs, which are non-slippery and non-glary.

Under stair areas are well cordoned off.

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Approach to some stairs are obstructed with hap-hazardly kept furniture on the stair

landings [Fig 5(b)].

(a)

(b)

Fig. 5: Staricases in the Science Block

Recommendations:

Handrails should be fitted in all stairs as per specifications.

There should be tactile warning provided at the beginning and end of the stairs.

Colour contrast strips to be provided at the edge of the steps.

Stairs to be well maintained.

Stair landings to be unobstructed.

3.2.4. Ramp:

There is no ramp in the building.

No ramp can be suggested to connect the

upper floors of the buildings due to

space constraint.. However, ramped

access to ensure step-free access for

persons with disabilities up to the main

entrance / plinth level is possible.

Fig. 6: Ramp running adjacent to verandah

to be provided in the Science Block

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Recommendations:

It is recommended that ramped access should be constructed to the plinth of the Science

block.

Modular ramp may also be installed in place of constructing concrete ramp (Refer to

Appendix).

Ramp should have a gradient not steeper than 1:12, with a minimum width of 1800 mm.

Handrails should be provided on both sides of the ramp.

There should be tactile warning blocks installed 300 mm from the top, bottom and

landings of the ramp runs in external environment.

The floor surface should be non-slippery and non-glary.

3.2.5. Handrails:

Handrails in the Science Block are concrete handrails provided at a single height of

900 mm. In some stairs, there are no handrails.

Handrails do not have clear contrast in colour from the background wall and floors.

Handrails are not circular, non-slippery, have an uninterrupted grip and the ends of the

handrails are grouted and without any sharp edges

Fig. 7: Handrails (or absence of it) in the Science Block

Recommendations:

Handrails should be provided on both sides of the stairs and ramps (when installed).

Handrails should be provided at two heights of 900mm and 760mm.

Handrails should contrast in colour from the background wall and the floor.

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Handrails should be circular, non-slippery, have an uninterrupted grip and the ends

of the handrails should be either grouted or turned downwards.

There should be adequate hand clearance between the wall and the handrails.

3.2.6. Elevators / Lifts:

There is no lift / elevator in the Science building. Though one is required to address the

need for vertical accessibility, lift cannot be suggested in this building due to difficult

terrain, space constraint and / or without a lot of internal dismantling of existing rooms

/ corridors to make way for lift shaft and lift lobby.

3.2.7. Escalators / Passenger conveyors:

There are no Escalators/Passenger Conveyors present in the premises and none are also

needed. In any case, escalators / passenger conveyors are not considered as accessible

for disabled people and, hence, not recommended.

3.2.8. Corridors:

The corridors in the Science building are 1500 mm wide and meet the minimal

required width as per specifications.

While some corridors are free, others have protruding objects or barriers like

furniture, doors and windows opening onto corridors, which remain unguarded.

Fig. 8: Corridors in the Science Building

Most corridors have 1500 mm x 1500 mm space to allow a wheelchair user to turn

around at some point on the corridor.

The floor finish is mostly exposed concrete, not slippery and not glary.

The corridors are well illuminated.

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No handrails are provided on either sides of the corridors in the ground floor,

whereas, there are handrails on one side in the upper floors.

There is no clear colour contrast between the corridor walls, floors etc.

Recommendations:

Handrails should be provided at least on the outer side of the corridors in the

ground floor [Fig. 6]. It is not feasible to suggest handrails on the other side as

there are too many doors.

Corridors to be kept free of protruding object and, if unavoidable, they should be

guarded.

Corridor floors to have clear colour contrast from background walls ceiling etc.

3.2.9. Doors & doorways:

Doors in the building are above the desired minimum width of 900 mm, except for

some toilets doors.

The doors are easy to open and do not take too much energy.

Most doors have handle / latches.

The colour of the door frame do not contrast in colour with the door and the background

wall in most cases.

Most doors in the buildings are one-

way swing, double hinged doors.

Most doors have thresholds higher

than the acceptable height of 12 mm.

Most doors open in the corridors,

including the toilet doors.

Where there are two doors in a series,

there is at least 1500 mm deep space

between the two doors.

None of the doors are fitted with

vision panels.

Kick plates have not been provided on

the doors.

Automatic doors are not provided at

the building entrance.

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Fig. 9: Doors and doorways in the Science building

Recommendations:

Width of toilet doors to be increased to 900 mm width.

Lever type handle should be used with a horizontal bar 800mm from the floor and a

vertical bar in the opening side with its lower edge at 800mm from the floor.

The colour of the door frame should have clear contrast in colour with the door and the

background wall.

Where unavoidable, thresholds should not be more than 12 mm high.

Door closures to be avoided.

Kick plates can be provided in the most accessed doors like the toilet doors.

Doors to be provided with guardrails where it opens into a route of travel.

Automatic doors are not recommended at the building entrance as there is no clear

entrance as such.

3.2.10. Accessible toilets:

The Science Block has four cubicles each for boys and girls in one toilet block.

There is no accessible toilet for persons with disabilities in the school building.

Recommendations:

The first two cubicles to be dismantled and made into one unisex accessible toilet to

be used by students with disabilities. The other toilets can be maintained separately

for boys and girls.

The toilet door must be outward opening, double hinged or sliding door.

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The WC should be installed in a corner

with centerline of the WC at a distance

of 450mm to 500mm from the adjacent

wall. The front edge of WC should

project 750mm of/from the rear wall.

Indian style WC should not be used and

WC should be provided with a

backrest.

The seat height of the WCC should

be 450mm.

Fig. 10: Toilets in the Science building

Door to the accessible toilet should have a minimum width of 900 mm and should

have beleveled thresholds.

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Lever type flush control is to be installed at a height of 1100mm from the floor

surface, or on the transfer side of the WC. The force required to flush should be

comfortable.

There should be 800mm of clear transfer space next to the WC.

A horizontal grab bar is to be installed on the adjacent wall, at a height of 200mm

from the WC seat.

A fold up grab bar is to be installed at a centerline distance of 320m-200mm from

the WC seat.

There should be colour contrast between the floor, wall and sanitary fittings.

There should be an alarm system within easy reach to alert persons outside, in case

of emergency.

Visual alarm must be there to alert people with hearing disability in case of

emergency.

The door should be able to be locked from inside but also released from outside

in case of emergency.

The accessible toilet should not be kept locked or used as a janitor’s room.

The toilet should be kept clean and well-maintained.

Mirrors should be placed at accessible heights.

All toilet accessories, soap dispensers, coat hooks should be at accessible reach.

In addition to the accessible toilets, the other toilets (Boys / Girls) should also follow

standardization of placement of utilities like

- Basin taps to be placed at the centre of the basin.

- Soap dispensers must be either at the immediate right or left side of the basin.

- Water jets on the right or left side of the WC.

- Flush must be either immediately behind the seat or at the centre.

- WC water tap must be either at the right or left of the WC.

3.2.11. Cafeteria:

There is no cafeteria / canteen for this building / school.

3.2.12. Drinking Water facilities:

Drinking Water facility is available in the building at one end of the corridor on the ground

floor. It is housed inside a room (kept open during school hours) and the threshold of the

room obstructs clear approach to the same. As such, the facility is not easily accessible for

persons with disabilities.

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The facility is available at a height of 700 mm from the floor level and it has knob-type

taps. There are no glasses for drinking water. Also, they are not well maintained and there

is no signage to indicate the presence of the drinking water facility.

Recommendations:

Drinking Water facility should be at

an accessible height (Refer to

Appendix).

It is recommended that the approach

to the Drinking Water facility should

be kept clear.

The tap should be lever type and

easily operable.

Drinking glasses should be made

available and kept at an accessible

height not higher than 1200 mm. Fig. 11: Dirinking water faciltiy in

the Science building

Proper signage should indicate the presence of the drinking water facility.

3.2.13. Control and operating mechanisms:

The switches or controls are not placed at consistent heights throughout the building and

some are beyond the accessible standards.

No touch panels have been installed for operating controls or switches.

Little pressure is required to operate the switches or controls.

Switches or controls have no contrast in colour from surrounding face plate panel,

background walls etc.

There is no information on controls / switches which are in relief (embossed letters and /

or Braille information) for tactile reading.

Recommendations:

The operable part of controls such as vending machines, electrical switches, wall

sockets should be:

- Located adjacent to the clear floor space with dimensions of at least 900mm x

1200mm;

- Located at the height of between 400mm and 1200mm, measured from the floor,

with the exception of vending machines where the upper limit is relax able to

1300 mm;

- Electrical sockets must not be placed at a height lower than 400mm from the

floor.

- Controls should be placed at not less than 400mm from room corners.

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All controls should be colour-contrasted, with the surrounding face plate panel

and the face plate contrasting with the background wall on which they are mounted.

Information on controls and switches should be in relief (embossed

letters/symbols accompanied with Braille information) for tactile reading.

3.2.14. Signages:

There are prominent visible signage present for the different classrooms and staffroom,

but no accessible signages in alternate formats like Braille / audio signs and so on.

Also signages are not present for other provisions like parking, drinking water etc.

There is adequate illumination of visual signage.

Fig. 12: Signages in the Science building

Recommendations:

There should be prominent visible signage using the international symbol of

accessibility, identifying accessible entrance, reserved car parking, reception etc.

Signages for presence of toilets for persons with disabilities and availability of

other facilities in the building should be conspicuously placed in the building.

Signage size should comply with not less than 60mm for doors, 110 mm for

corridors and 200mm for external use.

All visual signage in the facility should be provided with Braille and Tactile

supplements.

Where ever possible, audio signage should be provided along with Braille and

Tactile signage.

All Braille and tactile signage should be placed between the height of 900 mm

and 1500 mm, with ideal location at 1050 mm above the finished floor level.

If Braille and tactile signs are provided at a door, the same should be located

alongside the door at the latch side.

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Where tactile signs are provided at double doors with one active leaf, the tactile

signs should be on the inactive leaf.

Where tactile signs are provided at double doors with two active leafs, the tactle

signs should be located at the right hand side of the door.

Braille specifications in all signages should follow the handbook specifications.

All visual signage in the building should use high colour contrast.

There should be both visual and auditory substitutes for public address systems

and LED Display board information in the building.

3.2.15. Emergency evacuation:

There is no emergency evacuation provision in the Science building.

Recommendations:

Emergency evacuation provision should be laid out for the building, taking into

account people with disabilities.

For the ground floor of the Science building, evacuation would not be a

challenge (once ramp is constructed). However, for the upper floors, a refuge

area has to be identified near the stairs, with adequate signage, including

directional signage leading to it.

There should be an alerting system both visual and audible.

The alerting buttons should be between 600mm and 1200mm from the floor

and have a high contrast with the background wall.

There should be directional signage leading to the refuge area and the

evacuation plans have the refuge area marked on them.

All emergency and directional signage should be accessible.

The refuge area should be minimally a 900mm x 1200mm space for

parking a wheelchair.

Smoke barriers around the refuge area is not essential in this case, as refuge

area would be in the corridor near the stairs and the space is not confined but

open

There should be an audio and visual two way communication system in the

refuge area at the height of 1000mm.

Evacuation plans should be prominently displayed in the building.

Evacuation plans and building maps should be made available in tactile /

Braille formats.

The plan should be of right size and easy to read.

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The accessible evacuation route and the refuge points should be shown on the

plan.

The plan should have a ‘you are here’ point identified on it.

The plan should contrasts well with the background wall.

The Staff should be trained to assist persons with disabilities in evacuation.

Evacuation chairs should be available for the building and there should be staff

trained to use them in case of emergency.

3.2.16. Common building elements:

3.2.16.1. Colour contrast (in critical surfaces, sudden change in level, toilets,

stairs, handrails, doors, switches and sockets, skirting, free standing

obstacles and signage):

Colour contrast in critical surfaces is minimal or almost not present in the

Science Building. It is seen to some extent as far as signages are

concerned, but they do not comply with standard specifications.

It may be mentioned that contrast is conspicuously missing in critical

surfaces like sudden change in level, toilets and toilet fittings, stairs,

doors and doorways, switches and so on and so forth.

Recommendations:

Colour contrast to be ensured in all critical surfaces as per specifications,

including in toilets and toilet fittings, stairs, doors and doorways, level

differences, switches etc.

3.2.16.2. Flooring:

Floors are mostly exposed cement in the building. Floors are not slippery

and not glary.

There is no clear colour contrast between floors and background walls in

most cases.

Recommendations:

Flooring has to be as per specifications highlighted in the Appendix to this

Report.

There should be difference in floor tiles from corridors and rooms in all

buildings.

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3.3. Information, communication and services:

The School does not have a website and there is also no alternate accessible formats

of publications / brochures. None of its staff are trained in Indian Sign Language

and neither are there Sign Language interpreters available on call. There is no

facility of availability of a wheelchair; the staff have never attended any disability

sensitization sessions nor do they have trainings on how to extend assistance to

people with disabilities. However, it may be noted that staff / teachers are keen to

extend whatever assistance they can. Also there is no Equal Opportunities Policy in

place to promote employment of staff with disability.

Recommendations:

School to develop an accessible website in compliance with accessibility norms

as per Web Content Accessibility Guidelines 2.0 (WCAG 2.0).

Relevant information in publications / brochures to be made accessible for the

public in alternate accessible formats.

Also all written content in notice boards etc to be provided in alternate accessible

formats.

Staff to be given awareness of accessible facilities in the premises.

There should be a simple procedure of enquiry / complaint lodging or making

suggestions for a student with disability.

There should be trained staff to extend live assistance to disabled people

whenever needed and especially during emergencies etc.

All staff to have disability sensitization sessions from time to time.

Department to develop and implement an Equal Opportunities Policy to

promote employment of staff with disability.

Reasonable adjustment of school environment should be made, whenever the

need arise, to accommodate disabled staff / student.

Services like availability of wheelchairs, loop induction system, sign

language interpreter etc. should be ensured.

All accessibility equipments in the building to be regularly checked and

maintained in good working condition.

There should be a policy to allow guide dogs, wherever a disabled person is

accompanied by one.

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4. Conclusion:

The Mizo Govt. H.S. School - Science Building is largely not accessible for persons

with disabilities, in view of the fact that most classrooms as well as laboratories in the

building are in the upper floors without any scope for vertical accessibility.

However, as it stands, there is scope to incorporate other barrier-free built environment

provisions along with ensuring of accessible information, communication and services.

There are positive aspects like availability of parking and vehicular access route to the

building, wide corridors, drinking water facility. With necessary changes /

incorporations as recommended in this report, the aforesaid can be made accessible for

persons with disabilities.

It is recommended that control contrast be improved in all relevant surfaces; signages

be provided for parking etc and also existing signages be modified as per guidelines

with regard to size, placement etc; adequate directional, positional tiles and hazard

warning be provided as per standard specifications, evacuation plan be put into place;

floor finish be upgraded; controls / switches to comply with standards and have

consistency throughout the building; doors to be corrected to open inwards; ramps be

constructed and / or modular ramps installed for accessible entrances to the building;

accessible toilet be made by dismantling existing toilets to allow for required

dimensions and so on and so forth.

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