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Rehab Council of IndiaACCESS FOR ALL

Training Manual to promote 'Barrier Free Environment'

Foreword

I am happy that a training manual titled "Access for All" to promote Barrier Free Environment hasbeen prepared by RCI and Samarthya. Access is a very wide concept. The term Access is notan act or state, but a liberty to enter, to approach, to communicate with and to participate ormake use of physical, environmental and structural systems, processes, etc., regardless of typeand degree of disability, gender or age.

A freely accessible society without any physical obstacles is a first and foremost requirement tomainstream people with disabilities. Right to education, work, freedom of mobility of expressionis of no relevance unless the points of entry to success, work place, sports and cultural arenasare made accessible. It is only then that people with disabilities will be able to tap theirpotentials, hidden talents and give back to society what they receive from it.

I hope the technical information provided in the manual will serve as a useful guide and will assistin creating barrier free features in all buildings facilitating the people with disabilities to beindependent in their daily life. I am sure the manual will prove to be extremely useful in creatingthe right environment which will ensure "Access for All" and bring a new light into the lives ofpersons with disabilities as an inclusive and right based society.

Major H. P. S. Ahluwalia, frgs

Chairman, RCI

April , 2005

Contents of Book

Module 1

Chapter 1 Orientation to the Course

Chapter 2 Perceptions, Definitions and Terminology

Chapter 3 Constitutional and Statutory Provision

Module 2

Chapter 1 Concept of Non-handicapping Environment, Barrier-

Free Environments and Universal Design

Chapter 2 Functions of Access Features

Chapter 3 anthropometrics

Module 3

Chapter 1 Disability Awareness

Chapter 2 Guide to Conduct Disability Simulation Exercise

Module 4

Chapter 1 Design Considerations

Chapter 2 Residential

Chapter 3 Places of Recreation (Theatres, Auditoriums, Parks,

etc.)

Chapter 4 Fire Evacuation Needs

Module 5

Chapter 1 Case Study of Voluntary Services Overseas Office,

New Delhi

Module 6

Chapter 1 Barrier Free Transportation

Chapter 2 Barrier Free Tourism

Chapter 3 Accessibility in Rural Areas

Module 7

Chapter 1 Field Visit (Access Survey/Audit)

Chapter 2 Access Survey/Audit of a Pre-Selected Site

Chapter 3 Report Making -Comprehensive Solution with

Illustrations

Module 8

Chapter 1 Access Survey/Audit Checklist

Chapter 2 Community Accessibility CheckList

Module 9

Chapter 1 Illustrative Training Materials "Training of Trainers"

Module 10

Chapter 1 PWD Act

Chapter 2 Regional Training Workshop on Promotion of

accessible Tourism Denpasar, Bali, Indonesia

Chapter 3 Biwako Millennium Framework

Bibliography

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Module 1

Chapter 1

Orientation to the Course

Introduction

Training Guidelines will address approaches to the planning and designing of Barrier Free Environmentand Universal Design.

Objectives

1. The utmost objective of the course is to train participants to become master trainers, promoters andresource persons concerning a non-handicapping environment, universal design and a barrier-freesociety.

2. To link and network participants to promote a non-handicapping environment in their respectivestates.

Target Group

Architects, Engineers, urban planners, public transport planners, Government officials, special educators,mobility instructors, coordinators, occupational therapists, CBR workers, non-government representativesworking on disability related issues and representatives of self-help organizations of PwDs & DPOs.

Expected results of trainingParticipants can:

! Promote awareness of Universal Design.

! Enforce a design concept on building applications.

! Help to incorporate a non-handicapping environment in agenda items.! Build a network with Government and NGOs to share skills and implement plans.

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Chapter 2

Perceptions, Definitions and Terminology

Perceptions

Many of us have an impression that barrier free environment is an expensive affair but it is not so in mostof the cases – in fact, it is cheaper if one considers long-term benefit. There is another misconception, it seemsonly wheelchairs users need accessible environment and making a ramp (often it is a slope) can solve all theproblems. There is nothing wrong more than this.

Who is accessibility for?

! Everyone!

! Accessibility is not just an issue for disabled people. It makes participation easier and more effectivefor everyone. This includes:

! Young people.

! Elderly people.

! People who speak different languages/have different learning styles.

! People with hidden impairments (diabetes, epilepsy).

! People with temporary ailments.

! Pregnant women.

! Parents and carers.

! People with heavy luggage.

! And it is for the people who have difficulty seeing, hearing, moving, learning, and or/speaking;whether this is mild or severe, whether or not they define themselves as disabled, whether ornot their impairment is obvious.

Barrier free environments (environments without physical barriers) enable parents with young children,elderly people and disabled people to integrate. Special needs for special people segregate; universal designintegrates!

Who is responsible for barrier free environment?

Everyone – because an inclusive society, in which everyone can participate, will only happen if everyoneis committed and plays their part.

Definitions

The World Programme of Action concerning Disabled Persons recognizes that disabled persons do notform a homogenous group. In 1980, the World Health Organization adopted an international classification of“impairment”, “disability” and “handicap”. There is a clear distinction among these three. Previous terminology

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to define these terms reflected a medical or diagnostic approach. The new definitions represent a more preciseapproach.

People with visual, hearing and speech impairments and those with restricted mobility or with so-called“medical disabilities” encounter a variety of barriers. From this perspective of diversity in unity, it is useful toclarify the distinctions among three commonly used terms.

a. Impairment is any loss or abnormality of psychological, physiological or anatomical structure orfunction. Impairment can be temporary or permanent. This includes the existence or occurrence ofan anomaly, defect or loss in a limb, organ, tissue or other structure of the body, including thesystems of mental function.

b. A disability is any restriction, or lack of ability (resulting from an impairment), to perform anactivity within the range considered normal for a human being. A disability may be temporary orpermanent, reversible or irreversible, and progressive or regressive.

c. A handicap results from impairment or a disability and limits or prevents the fulfillment of a functionthat is considered normal for a human being. A handicap is therefore seen in the relationshipbetween disabled persons and their environment. Cultural, physical or social barriers to mobilitywithin the built environment are handicaps.

A “Handicapping Environment” as stated by the UNESCAP means the building, roads, pedestrian pathwaysincluding public transport and communication systems, which are all components of a built environment. Barriersfrom these components, not only affect PwDs but elderly persons and the well being of many other users.

PwDs and a diverse group of people in society have the right to move about freely in a safe physicalenvironment without any obstacles. Everyone benefits from a built environment that meets the safety standards,convenience and usability of PwDs.

“Accessibility: Environment & Public Transport” is a priority area of the New Asian and PacificDecade of Disabled Persons: Biwako Millennium Framework for Action towards an Inclusive Barrier-Freeand Rights based Society for PwDs in Asia & the Pacific.

Terminology

The following terms used in this manual have the meaning indicated in this section:

Access

Means to enable persons with or without disability to approach, enter and leave a building, and to reachand use its facilities without assistance and undue difficulties.

Access Aisle

An accessible pedestrian space between elements, such as parking spaces, seating and desks, thatprovides clearances appropriate for use of the elements.

Accessible

A site building, facility, or portion thereof that complies with this manual and that can be approached,entered and used by people with disabilities.

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Accessible Route

A continuous unobstructed path connecting all accessible elements and spaces in a building or facilitythat can be negotiated by a severely disabled person using a wheelchair and that is also safe for and usable bypeople with other disabilities. Interior accessible routes may include corridors, ramps, elevators, lifts and clearfloor space at fixtures. Exterior accessible routes may include parking, access aisles, kerb ramps, walkwaysand ramps.

Ambulatory Disabled

A person who is able, either with or without personal assistance, and who may depend on prostheses(artificial limbs), orthoses (calipers), sticks, crutches or walking aids to walk on level or negotiate suitablygraded steps provided that convenient handrails are available.

Beveled

Smooth, slanted angle between two surfaces for example, a slant and inclination between two unevensurfaces to allow easier passage of a wheelchair.

Buildings intended to be used by the public

Means a building where the whole or any part of which the public or a section of the public has or mayreasonably be expected to have access.

Circulation Path

An exterior or interior way of passage from one place to another for pedestrians, including walkways,hallways, courtyards, stairways and stair landings.

Clear

Unobstructed

Curb

A side barrier to trafficable surfaces.

Curb Ramp

A short ramp cutting through a curb or built up to it.

Grab bars

A bar used to give a steadying or stabilizing assistance to a person engaged in a particular function.

Handrails

A rail used in circulation areas such as corridors, passageways, ramps and stairways to assist in continuousmovement.

Individual Washrooms

A compartment having the basic requirements of a water closet compartment, washbasin and otheressential washroom accessories as required by people with disabilities.

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Operable Parts

A part of equipment or appliance used to insert or withdraw objects, or to activate, deactivate, or adjustthe equipment or appliance (for example coin slot, pushbutton, handle, etc.)

Person with Disability (PwD)

A person who, as a consequence of physical disability or impairment, is either ambulant disabled; awheelchair user; has visual, speech and hearing impairment; is mentally challenged or has learning disability.

Public Use

Describes interior and exterior rooms and spaces that are made available to the general public. Publicuse may be provided at a building or facility that is privately or publicly owned.

Ramp

An inclined slope connecting one level with another.

Space

A definable area (toilet room, hall, assembly area, entrance, storage, room alcove, courtyard, or lobbyetc.)

Symbol

Symbol of access for the disabled person.

Tactile

An object that can be perceived using the sense of touch.

Wheelchair user

A person who depends solely on a wheel chair for mobility except when using mechanized transport.

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Chapter 3

Constitutional and Statutory Provisions

The Parliament of India, on many occasions, expressed its concern about persons with disabilities andenacted laws to deal with matters connected with disability. The first reference to disability was brought in theSeventh Schedule of the Constitution (State List at Entry 9), which empowered the State Governments tomake laws with respect to relief of the disabled and unemployable.

Subsequently, the Seventythird and Seventyfourth Amendments to the Constitution of India made“safeguarding the interest of weaker sections of the society, including handicapped and mentally retarded” aconstitutional obligation as referred to in the Twelfth Schedule.

The Parliament of India enacted THE PERSONS WITH DISABILITIES (Equal Opportunities,Protection of Rights and Full Participation) ACT, 1995 which cast obligations on appropriate Governmentsand local authorities for creating barrier free facilities. For example:

Section 30 stipulates that the appropriate governments shall by notification prepare a comprehensiveeducation scheme, which shall make provision for:

(b) the removal of architectural barriers from school, colleges or other institutions, impartingvocational and professional training.

Similarly, Section 38 stipulates the appropriate governments and local authorities shall by notificationformulate schemes for ensuring employment of persons with disabilities, and such schemes may providefor:

(d) health and safety measures and creation of a non-handicapping environment in places wherepersons with disabilities are employed.

To ensure right to employment for PwD’s Section 45 calls upon the appropriate governments toprovide for-

(a) installation of auditory signals at red lights in the public roads for the benefit of persons with visualhandicap;

(b) causing kerb cuts and slopes to be made in pavements for the easy access of wheel chair users.(c) engraving on the surfaces of the zebra crossing for the blind or for persons with low vision.(d) engraving on the edges of railway platforms for the blind or for with low vision; and(e) devising appropriate symbols of disability.

In protection of the Right to have free access to public places, the Disability Act in Section 46 enjoinsupon the appropriate governments and the local authorities to provide for:

(a) ramps in public buildings.

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(b) braille symbols and auditory signals in elevators and lifts; and(c) ramps in hospitals, primary health centers and other medical care and rehabilitation institutions.

The architects of the Disability Act were conscious of the fact that for the creation of barrier freeenvironment in educational institutions, vocational training centers, places of work and in other public places,special designs of buildings and special technologies would need to be developed. Section 48 of the Act callsupon the appropriate governments and local authorities to promote and sponsor research, inter alias, in the onsite modifications in offices and factories.

As a follow up action of the PWD Act, the Ministry of Urban Development, Government of India, incollaboration with UNESCAP, undertook demonstrative exercises in Delhi to create a barrier free builtenvironment in a two sq. km. area of Indraprastha Estate. This further led to a preparation “Guidelines andSpace Standards for Barrier Free Environment for Disabled and Elderly Persons (1998)” by the CentralPublic Works Department, Ministry of Urban Affairs & Employment. Further a reference was made to allState Governments to make suitable amendments in their building bye-laws to respond to this Act.

The Bureau of Indian Standards had already brought out the minimum provision to be made in publicbuildings for providing access to PwDs, way back in 1983 in the National Building Code. The PlanningCommission report on the Tenth Five Year Plan also lays stress on issues connected with accessibility fordisabled persons.

(Inputs from Shri P.R. Mehta, President, Council of Architecture)

Implementations

There are several obstacles to the implementation of guidelines and legislative measures on barrier-freedesign. The promotion of barrier-free built environments is a new area of work. Access improvement requiresthe close cooperation of technical personnel with responsibility in different areas that are all related to the builtenvironment, primarily architects, engineers (including transport technologists and traffic engineers) and townplanners.

Even where guidelines and legislative measure exist, poor implementation and enforcement remain seriousissues. With respect to implementing and enforcement agencies responsible for the built environment, insufficientsystematic effort has been made to draw the attention of decision makers as well as of technical personnel atall levels to the significance of barrier-free design for the full participation and equality of people with disabilities.There is little understanding among the decision makers and technical personnel of the benefits of barrier-freedesign for large numbers of other user groups. They do not recognize that the large number of users whowould benefit from barrier-free environments include elderly, children, women and those who may be frail,temporarily disabled or have hidden disabilities and, therefore, access needs that are similar to those of disabilitygroups.

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Module 2

Chapter 1

Concept of Non-Handicapping Environments, Barrier-free Environmentsand Universal Design

General Planning and Design Considerations

No part of the built environment should be designed in a manner that excludes certain groups of peopleon the basis of their disability or frailty. No group of people should be deprived of full participation in andenjoyment of the built environment or be made less equal than others due to any form or degree of disability. Inorder to achieve this goal adopted by the United Nations, certain basic guiding principles need to be applied.

a. It should be possible to reach all places of the built environment.b. It should be possible to enter all places within the built environment.c. It should be possible to make use of all facilities within the built environment.d. It should be possible to reach, enter and use all facilities in the built environment without being

made to feel that one is an object of charity.

These basic guiding principles may serve as general requirements for consideration in physical planningand design. These requirements may be summarized as follows:

I. Accessibility

The built environment shall be designed so that it is accessible for all people, including those with disabilitiesand elderly persons.

II. Access or accessible

This means that everyone can, without assistance, approach, enter, pass to and from, and make use ofan area and its facilities without undue difficulties. Constant reference to these basic requirements during theplanning and design process of the built environment will help to ensure that the possibilities of creating anaccessible environment will be maximized.

III. Reachability

Provisions shall be adopted and introduced into the built environment so that as many places and buildingsas possible can be reached by all people, including those with disabilities and elderly persons.

IV. Usability

The built environment shall be designed so that all people, including those with disabilities and elderlypersons can use and enjoy it.

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V. Safety

The built environment shall be so designed that all people, including those with disabilities and elderlypersons, can move about without undue hazard to life and health.

VI. Workability

The built environment where people work shall be designed to allow people, including those with disabilities,fully to participate in and contribute to the work force.

VII. Barrier-free or Non-handicapping

This means unhindered, without obstructions, to enable disabled persons free passage to and from anduse of the facilities, in the built environment.

Universal Design

Universal Design is defined as “the design of products and environments to be usable by all people, tothe greatest extent possible, without the need for adaptation or specialized design” (The Center for UniversalDesign, 1997).

In a Universal Design approach, the user consideration is different as it refers to products and buildingsthat are accessible and usable by everyone, including PwDs. Rather than providing separate facilities; integralsolutions accommodate PwDs as well as the rest of the population.

Accessible Design is different from Universal Design. Accessible Design means products and buildingsthat are accessible and usable by PwDs. Buildings and products for disabled persons are therefore designeddifferently from the routine design practice. According to Accessible Design, designers are led to design separatefacilities for PwDs, for example providing a ramp beside a stairway at an entrance or a second ‘special’approach to enter the building.

Universal Design means products and buildings that are accessible and usable by everyone, includingPwDs. Moreover, Universal Design means ‘design for all’, including people with short stature, tall, obese, frail,elderly as well as young, women as well as men, left handed persons as well as right handed persons. Forexample, the conventional round handle doorknob is difficult to grasp and turn by persons with hand and upperbody impairment (including arthritis). A lever handle can be operated without grasping and turning. This kind ofhandle not only benefits those persons whose hands are full; they can open the door with an elbow, forearm orback of the hand.

A wheelchair accessible toilet is larger than a ‘normal’ toilet. But a toilet room, designed with UniversalDesign may have larger space clearances in mind particularly for wheelchair users but for with additionalfacilities: changing tables for babies, grab bars for pregnant woman, etc. Besides providing accessible cubiclesin a man and woman toilet room, there might be a unisex toilet (family toilet room). This kind of toilet avoidsembarrassment when a man escorts his young daughter, a woman takes an older father or a wife takes herhusband who is severely disabled. This washroom could meet the needs of people with a wide range ofphysical limitation.

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Drinking water taps at Two Levels(Garden of Five Senses, New Delhi)

Counters planned at height accessible to all

Principles of Universal Design Six Essential Requirements of Good Design

1. Equitable Use 1. Safety2. Flexibility in Use 2. Accessibility3. Simple and Intuitive Use 3. Usability4. Perceptible Information 4. Affordability5. Tolerance for Error 5. Sustainability6. Low Physical Effort 6. Aesthetics7. Size and space for Approach and Use

(The Center for Universal Design, 1999) (Dr. Satoshi Kose)

Manpower ResourcesAssistive Technology

Adaptation

Universal Design

Design Concepts Toward Universal Design

(Dr. Satoshi Kose)

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Chapter 2

Functions of Access Features

It is not enough merely to know the dimensions that are commonly used for each type of access feature.It is equally important to understand why those dimensions have been accepted, as well as how access featurescan be used by disabled persons and by other user groups.

For example, invite the participants to try out models of ramps, mock ups of height reaches (placingobjects at different heights and asking participants to reach for the objects), how to transfer to and from thetoilet seat, position and usage of the grab bars.

Such understanding is essential for giving disabled persons the confidence to explain to the authorities theneed for access provisions. The ability to explain clearly why and how these provisions benefit everyone willmake it easier for the authorities to understand what action can be taken to meet those needs. Furthermore, ifboth disabled persons and the authorities understand the reasons, they will more likely to find local solutionsthat are best suited to problems that may not be found in existing document.

This section guides on:

(a) Why one needs certain access features.(b) How one can acquire hands-on experience in understanding the need for those features.(b) How one can use this knowledge in conducting access surveys.

Space Allowance

This refers to the space needs of a person in a stationary wheelchair and a person using bilateral crutchesfor mobility.

Wheel Chair Dimension

There are two points to take into consideration when measuring a wheelchair, that is, do we only want toknow the dimensions of the wheelchair or the space needed by a wheelchair user?

Actual dimensions are necessary to know and understand the types and sizes of wheelchairs used in ourcountry. However it is more important to know the space required by a wheelchair user as this ensures that awheelchair user has the sufficient space required to maneuver the wheelchair from point to point.

How to measure the wheelchair• Measure the outer rim of the left wheel to the outer rim of the right wheel (slip the measuring

tape through the spokes of the wheelchair and space under the seat).• Measure the edge of the footrest to the furthest edge of the back wheel.

How to measure the space required by a wheelchair user

• Request wheelchair users to position their arms in push position and measure the distancefrom one elbow to other.

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• Measure the distance from the edge of the foot to the furthest edge of the back wheel. Notethat in most circumstances, when the foot is placed on the footrest, part of the foot wouldprotrude from the footrest. Moreover, some wheelchair users are unable to place their feeton their footrests.

For the wheelchair user, the dimensions include the actual wheelchair sizeand additional space needed to safely accommodate the user’s hands and feet.

For the ambulant disabled person, the space allowance is measuredas the distance between the tips of both crutches when they are beingused.

Also pay particular attention on how wheelchairs and other assistivedevices are actually used by diverse users in daily life in their ownenvironment.

920 mm

900 mm

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1800

mm

1200

mm

900 mm Minimum clear width for two wheel chairs

900 mm400 mmMaximum depth forMinimum clearance

Minimum clear width forsingle wheelchair

1500 mm

Chapter 3

Anthropometrics

Scope

This chapter contains dimensions that can be used for guidance when designing facilities and equipmentto be used by persons with disabilities.

Space Allowance

• Adequate space should be allocated for persons using mobility devices, e.g., wheelchairs, crutchesand walkers, as well as those walking with the assistance of other persons.

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Dimensional Data on Crutch Users

Dimensional Data on Walking Stick / White Cane Users

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Protruding Objects

• Protruding objects, such as directional signs, tree branches, wires, guy ropes, public telephonebooths, benches and ornamental fixtures should be installed with consideration of the range of avisually impaired person’s cane.

• A barrier to warn blind or visually impaired persons shall be provided under stairways or escalators.

Walkways, halls, corridors, passageways, aisles, or other circulation spaces should have clear headroom tominimize the risk of accidents.

Free Standing Objects

Overhead Hazards

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Reach Allowance

• The range of reach (forward and side; with or without obstruction) of a person in a wheelchair shouldbe taken into consideration.

Forward Reach Without Obstruction

Forward Reach Over Obstruction

Side Reach Without Obstruction

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Side Reach Over Obstruction

(Source : UN Guidelines)

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Module 3

Chapter 1

Disability Awareness

Access Needs of Diverse Disability Groups

In order to create fully accessible environments, it is important to understand the nature of the accessrequirements of diverse disability groups. For the purpose of built-environment design, there are usually fourmajor disability groups:

(a) Orthopedic: ambulant and non-ambulant (wheelchair users)

(b) Sensory: visual, hearing(c) Cognitive: mental, developmental,

learning;(d) Multiple: combination of any or all

of the above.

(a) Orthopedic

People with orthopedic disabilities aregenerally those with loco motordisabilities, which affect mobility. This canmean impairment of the trunk, the lowerlimbs, or both of these. People with orthopedic disabilities may also have impairment of the lower limbsand the trunk as well as the upper limbs. People with orthopedic disabilities are divided into two subgroups,namely

(i) Ambulant disabled persons are those who are able, either with or without assistance, to walkand who may walk with or without the aid of devices such as crutches, sticks, braces or walkingframes.

(ii) People who use wheelchairs are unable to walk, either with or without assistance, and who,except for the use of mechanized transport, depend solely on a wheelchair for mobility. They maypropel themselves independently, or may require to be pushed and maneuvered by an assistant.While being unable to walk, the majority of people in this group are able to transfer to and from awheelchair. The built environment needs to incorporate level access, ramps, lifts/elevators, handrailsand grab bars, larger toilet cubicles, clear signs, sufficiently wide paths, doors, entrances, lobbiesand corridors. The presence of these features would ensure wheelchair users access to buildingsand to the external environment.

High kerbs are common barriers

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(b) SensoryPeople with sensory disabilities are those who, as a consequence of visual or hearing impairment maybe restricted or inconvenienced in their use of the built environment. They are divided into two subgroups:

(i) Visually-impaired/blind persons who rely solely on their sense of hearing, touch and smell. Thebuilt environment must therefore incorporate certain aspects of sound, texture and aroma to assistthese persons in their surroundings. However some people with impaired vision can partially see.Therefore they also benefit from visual information.

(ii) Hearing-impaired persons who rely solely on their sense of sight and touch and need signs, colorand texture to be incorporated in the built environment to assist them in moving around theirsurroundings. However some people can partially hear and benefit from clear audible soundinformation.

(c) Cognitive

People with cognitive disabilities are generally those with a mental illness, a developmental or a learningdisability. Making a building plan, easy to understand is very important. To assist them to function in theirsurroundings, the built environment should incorporate a combination of cues such as those of sight,touch and sound, as well as signs, colors and texture. Standardization of information (both audio andvisual) and simple interior designs, are less confusing.

(d) Multiple

People with multiple disabilities are generally those with a combination of orthopedic, sensory and/orcognitive disabilities. The built environment therefore must incorporate a combination of visual, tactileand olfactory cues to assist them in their use of their surroundings.

Specific Needs of Diverse Disability Groups

In the planning and design of barrier-free environments, it is essential to ensure that suitable access andfacilities are provided for people with all the disabilities mentioned above. Identifying and understanding thecircumstances, which create barriers for persons with disabilities and elderly people, is a fundamental requirement.A systematic review of layouts, space requirements and the use of components and component relationshipsmay need to be undertaken to evaluate the adequacy and performance of design proposals.

(a) Mobility-impaired people

In terms of circulation, wheelchair movement is seen as the most critical. The spatial needs of the ambulantdisabled and the sensory or cognitive disabled are unlikely to exceed the space needed to maneuver awheelchair.

Independent wheelchair users require more generous activity space width, while assisted wheelchairmovement requires greater length or depth of space and, consequently, larger overall turning space. Thebuilt environment should accommodate both independent and assisted wheelchair mobility.

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The recommendations in this manual are suitable for most standard, manually propelled chairs and electric/motorized indoor wheelchairs. Electric/motorized outdoor models generally require 10 to 15 per centmore maneuvering space than standard, manually propelled chairs. However these wheelchairs arerarely used outdoors, in our country.

(b) Visually-impaired people

Many blind people, including those who are registered as such, have varying degrees of residual vision.

The following recommendations pertain to people who are totally blind and those who have low vision:

(i) Dropped kerbs to footpaths: Interruptions in footpath kerbs and edges are useful cues for partiallysighted people. Where interruptions do occur, they should be indicated with tactile paving.

(ii) Stairs and ramps: Handrails should be of a bright color, contrasting with the surroundings. Theyshould extend a minimum distance of 300 mm beyond the top and bottom of the ramp or stairs togive a blind person a chance to feel them before encountering the hazard.

Staircases should have bright contrasting, preferably non-slip nosing. A tactile warning surfaceshould also be incorporated into the floor at the top and bottom of the staircase or ramp.

(iii) Walkways: These should be fitted with visual signs and tactile clues, e.g., Braille blocks as routefinders. It is desirable to define clearly the edges of paths and routes by using different colours andtextures. It is also possible to use plants to emphasize pavement edges, but care must be taken inthe choice and placement of plants to avoid people tripping over. Large featureless paved areas infront of buildings should be avoided as these can cause glare problems for visually impairedpersons and make it difficult for them to distinguish entrances. Patterns in the paving should becarefully thought out to guide people through routed areas or to entrances.

(iv) Hazards: Windows and doors opening outwards can be very dangerous. One solution is to recessoutward opening doors into a porch. Street furniture, trees, lamp posts, fire hydrants, waste bins,flower tubs, seats and other such items should be located to one side of pathways and roads usedby the public. Some of these could be grouped together with a change in paving surface textureand colour to give some warning on approach. The use of contrasting colours can greatly assistvisually impaired persons particularly on street signs or lampposts. A contrasting band at eye levelshould be incorporated onto the posts. Overhanging hoardings or signs should be positioned wellabove 2100 mm. Low barriers should be placed around temporary road works to enable personsusing canes to detect the hazards.

(v) Tactile objects: The sense of touch is vital to people with visual impairments. Objects, which areimportant in daily life, should be distinctive in shape, texture or size. Coins and bank notes shouldbe so designed that the value of each may easily be identified.

(vi) Signs: These should be in contrasting colours. Raised letters and characters should be used toallow blind persons to feel the signs. Where possible, universally accepted symbols and coloursshould be used, e.g., green for safety, yellow or amber for risk and red for danger. A clear systemof signs should be used throughout a building, with a similar height and format at each change in

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direction. Signs should be fixed at eye level when mounted on a wall; a suspended sign should behung between 2100 mm. and 2400 mm. above floor level.

(vii) Hedges and trees: Such plants must be maintained to prevent them from encroaching ontofootpaths. Low branches hanging over footpaths should be removed.

(viii) Doors: The use of colour to distinguish doors from surrounding walls is very useful. A colourcontrast between a door and a doorframe, with the door handle in a distinct tone, can be of greatbenefit to people with visual impairments. Glass doors must have a bright coloured band or motifat eye level to avoid partially sighted persons from walking into them.

(ix) Corridors and circulation: All appliances and fittings should be recessed where possible.

(x) Lifts: Raised numbers with tactile indications on landings should be used to indicate the floor.Buttons in the lift car should be marked with raised numbers and Braille (on control buttons). Avoice synthesizer is the most important addition to any lift serving more than two floors and cangive visually-impaired persons important information, such as, doors closing/opening; lift going up/down; lift free and floor level.

(xi) Summary recommendations for visually-impaired people:

(1) The use of guiding path and warning strip should be promoted and installed in public facilities,including train stations, shopping centers and bus terminals.

(2) Glare should be reduced from windows by using net curtains, solar reflective glass, orexternal/internal blinds.

Guiding path and warning strip at Delhi Metro Rail Station.

(3) Contrasts should be reduced between the outside and inside of buildings. Windows shouldnot be positioned to cause silhouetting in corridors and circulation areas unless the possibilityof glare is reduced by one of the above measures or by other means.

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(4) Changes in colour and texture should be used to warn of differences in floor level and toindicate door handles, light switches and other fixtures.

(5) Green and blue tones being hard to differentiate, for example, green carpets and blue wallscan appear as one to a visually-impaired person), they should be avoided. The red colourrange causes the least difficulty in this respect.

(6) Patterns should be used to indicate direction warning. A contrasting band of colour on wallscan be very helpful, e.g., a line of contrasting tiles in a tiled toilet area can help to define wallsto visually impaired persons.

(c) Hearing-impaired people

(i) Lifts: It is important for the emergency call button in lifts to have an acknowledgement light adjoiningit. This provides both visual and auditory notification that someone is in trouble in the lift and thatsomeone is dealing with the problems.

(ii) Fire evacuation: It is most important that it is widely understood that a person with a hearingimpairment will react a lot more slowly than someone without this difficulty.

(iii) Visual signs: These must be very clear and accurate. A flashing light unaccompanied by a messagecan be confusing, e.g., a flashing fire exit sign would be preferable to a flashing red light; it gets themessage across much more quickly. Flashing exit signs in public buildings are preferable topermanently lit exit notices in emergency situations. These will be activated only when alarmssound during an emergency.

(iv) Signs in all facilities frequented by members of the public, including shopping and entertainmentareas, should be improved. Electric and flashing information signs to indicate stops should beinstalled on trains and buses to enable deaf persons to use public transportation independently.

(v) Fire or emergency alarms and other important environmental sounds: Substitute visual ortactile alert mechanisms for the traditional audible signal. (Remember to place visual alert systemsaway from windows where sunlight might overwhelm the signal). Use a vibrating pager system, orprovide alarms with lights. Bedrooms used by people with disabilities and elderly persons shouldbe provided with flashing lights activated by alarm systems to alert them in the event of an emergency.Vibrating pillows linked to an alarm clock or an alarm system is a further possibility for awakeninghearing-impaired persons.

(vi) Good lighting and prevention of glare: These are as important for people with hearing impairment,who focus on facial expression, as for those with visual impairment. Many people lip-read.

(vii) Hearing aids: Wherever possible, e.g., in foyers, meeting rooms, interview rooms, courts, theatres,training venues, booking offices and cash desks an induction loop system should be installed.

(viii) Background noise: It is most important to reduce any background noise internally and externally.

(ix) Acoustics: Care should be taken to provide good acoustic conditions in all building interiors.Sound absorbent surfaces should be utilized to minimize reverberation, which could seriously

23

affect the hearing of a hearing-impaired person. In areas where there is fixed seating, such as,lecture theatres, the lecturer’s position should not be in front of a window or the light source, whichmay create, glare and cause difficulty in lip reading.

Audio Alerts

Many sounds that provide auditory cues can be replaced with an alternative.

! Computer alerts: substitute screen or cursor flashes for the auditory cues that alert a user toerrors, that e-mail has been received, or when there is a problem with the equipment.

! To replace a buzzer, telephone ring, doorbell, alarm clock, or equipment malfunction indication,use visual or tactile signals. For example, you can hardwire a light to a sound source for a visualcue, use a monitor/signaling device, or provide a vibrating signal. (The advantage of vibration is italerts deaf or hard-of-hearing persons with minimal distraction to others.)

! A specially trained hearing dog: If the person with hearing impairment has a hearing dog, theanimal can indicate telephone rings, a person entering the room, or abnormal machinery sounds.(Hearing dogs do not—and should not—socialize in the work environment).

Other Useful Tools and Tips

Dealing with extraneous noise:

! Use sound-absorbing products such as carpeting, ceiling baffles, wall panels or cubicles.

! Don’t allow the use of personal stereos in shared spaces.

! Provide a workspace free from extraneous sounds such as copy machines, faxes and printers.

Hearing protection: Some people might benefit from wearing electronic hearing protection, whichallows the frequency of the human voice to be heard but filters out unwanted noise. (Certain sounds canalso be amplified with an adjustable volume control, if desired.)

One-to-One Communication (In Person)

To communicate with a deaf or hard-of-hearing person when you are in the same location, there aremany possible solutions. You might use:

! Handwritten notes.

! E-mail messages.

! A computer terminal (take turns typing at the same computer).

! Assistive listening devices (ALDS, as these devices are known, operate on FM frequencies oruse infrared or induction loop technology; the speaker uses a microphone or transmitter and thelistener uses either a hearing aid switch or wears a companion receiver).

! Interpreters.

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! A communication board connected to two TTYs (text-telephone devices) minus telephones.

! Sign language: Some people may choose to learn basic sign language as a means of communicatingwith a colleague.

On the Phone Communication

There are five general means of enabling telephone communication, depending on the type ofhearing loss.

! Amplification technology: If the individual benefits from sound amplification, a wide range ofoptions is available. Amplification can be provided through the handset, headset, in-line, portableadditions and complete phone systems.

! T-coil technology: Some individuals who wear T-coil ready hearing aids may be able to use a T-coil, which pairs the hearing aid with a compatible telephone.

! Clarification: For some people, the problem is not that they need sounds to be louder—theyneed them to be clearer. Clarity can be achieved by adjusting the frequency of the incoming voicewhen listening on the telephone. A number of complete telephone systems and in-line devicesallow the user to adjust voice frequency.

! Text telephone equipment: A teletypewriter or TTY (also known as a TDD, ortelecommunications device for the deaf) is used when amplifying speech is not enough. The TTYconsists of a keyboard and electronic display; it converts typed messages into electronic tones,which are sent over a standard phone line, much like a fax machine. Communication is direct withanyone who has a similar device, or the Telecommunications Relay System can be used as amedium for communication. Some computers with modems can be used to communicate withsome of the most recent TTY units.

! Pagers or beepers in text format can alert a deaf or hard-of-hearing person to the need fortelephone communication.

Also, some deaf or hard-of-hearing persons may be able to use a cellular phone with the earpieceor receiver attached to the hearing aid behind the ear. (However, some wireless phones are designed in such asway that the earpiece cannot reach behind the ear while allowing the mouthpiece to remain close to the mouth).

Dealing with People with Speech Impairments

Many of the suggested accommodations above also apply to people who have speech impairments.One basic rule to keep in mind: if the impairment is aggravated by oral communication in a group, try to avoidunnecessary group settings. Minimize distractions and extraneous conversations. In addition, there are a varietyof helpful tools available: electronic “speaking machines” may benefit certain speech difficulties.

! Voice amplification devices will help people who cannot speak at sufficient volume to beunderstood.

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! Voice synthesis devices can be added to computers to enhance communication.

! Delayed auditory feedback devices, which slow the arrival of information to a speed at whichit can be processed, may provide benefits for stutterers.

Communication in Formal Situations

Provide agendas or text materials prior to meetings or training courses to allow additional preparationtime. After each meeting, distribute written meeting minutes. Consider environmental factors in-groupcommunication situations, and try to be aware of background noise, lighting, seating and positioning. Ensureaccessibility of information on all videos used.

! Noise considerations: Hold meetings in a room that is carpeted, free of office machines andaway from paths of heavy traffic (people and vehicles).

! Sightlines: Use a round table (rather than square or rectangular) to open up sightlines for peoplewho might lip-read.

! Distance issues: Allow the deaf or hard-of-hearing person to sit where they are comfortable,depending on their needs and the position of the interpreter or speaker.

! Video: All videos used should be captioned; preferably using open captioning that appears onscreenand does not require special viewing equipment.

You may also provide interpretive assistance through interpreters or interpretive devices, including:

! Assistive listening devices (ALDs): There are a variety of ALDs, with some operating on anFM radio frequency and other using infrared or induction loop technologies. In all systems, thepresenter speaks into a microphone or transmitter, and the listener either uses a T-switch on theirhearing aid or wears a receiver designed to work with the assistive listening device chosen.

! Sign language interpreters: A qualified language interpreter is one who can both sign what issaid to the individual and voice to the hearing person what is signed. The communication must beconveyed in an accurate, effective, impartial manner. In addition, qualified interpreters must befamiliar with any specialized vocabulary used during communication. (For best results, make surethe interpreter is positioned against a dark, solid-colour background with adequate lighting.)

! Computer-assisted note taking (CAN) involves using a personal computer (and possibly aprojector). A clerical support person sits in on the group activity, typing summaries of thecommunication-taking place. The deaf or hard-of-hearing person can either watch the computermonitor or view text projected on a wall. (The drawback with CAN is that information providedis not word for word.)

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Chapter 2

Guide to Conduct Disability Simulation Exercise

1. What is Simulation Exercise?

This is an exercise that can be used, to give participants an understanding of what it is like to be elderlyand disabled. It is most effective if the exercise can span an overnight period, as many normal acts of dailyliving, such as going to the toilet, walking, eating and dressing, can be experienced.

2. When to Use the Simulation Exercise?

It is best used in a workshop situation. It can be used for small groups of five or six people or a largegroup of up to 30, which is divided into smaller sub-groups.

Paraplegia, stroke, arthritis, being an amputee, having a broken leg, cataract, tunnel vision, blindness,hearing loss, heart/chest conditions can all be simulated. Equipment and materials required for simulationexercise per group of ten participants:

One self-propelled wheelchair, two pairs of adjustable crutches, one adjustable walking frame, oneadjustable tripod walker, one camera jacket (with several pockets), sunglasses (lenses smeared tissuepaper), sunglasses (adapted for tunnel vision), one set of industrial protective earmuffs, two sets of shinprotective guards, one set of elbow protective guards, one set of wrist weights (1 kg), one set of wristweights (2 kg), one set of ankle weights (1.5 kg), one set of ankle weights (2.5 kg), two crepe bandages,cotton wool, one set of thin surgical gloves, safety pins, and talcum powder.

3. Briefing on Disability

It is important that a short briefing is given on each disability, its causes, effects and limitations. This willhelp to improve understanding and involvement in the role-play situation. If blindness is being simulated, then ademonstration of how to lead a blind person must be given by someone who is familiar with the correct way ofdoing this.

Emphasize that the purpose of the simulation exercise is to help participants understand the mismatchbetween the diverse levels of physical and sensory functioning and the existing physical environment. Clarifythat it is not the purpose of the simulation exercise to test the limits of the participants’ abilities.

4. Demonstration on Use of Devices

A demonstration is given of how to measure the correct height of the walking devices, to adjust themand to ensure their safe use on steps/stairs and outside in negotiating kerbs. It may be useful to have aphysiotherapist take part in this exercise.

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5. Medical Conditions

There are various medical conditions that could be aggravated by simulating some of the disabilities.Advise the whole group about this. Check with the group if anyone has a heart condition, chest condition orarthritis and avoid allocating them a “disability” that may be detrimental to their health.

6. How to Simulate Different Disabilities

There are a number of different physical and sensory impairments that can be simulated in this exerciseby using the equipment listed above.

(a) Paraplegia: Use the wheelchair. Check that the person can use the wheelchair correctly, knowsthe procedure for both kerbs and steps, and is comfortable. Check that the person can use thewalking device correctly, knows the procedure for steps/stairs, and is comfortable. Someone witha heart or chest condition or arthritis should not try simulation of paraplegia.

(b) Heart condition/chest condition: Use the camera jacket. Put weights into the various pocketsaround the jacket. Judge the total weight according to the size of the person. Small woman: 5 kg;large man: 8 kg.

Someone with a heart condition, chest condition or arthritis of the spine should notparticipate in this simulation exercise.

(c) Cataract: Use sunglasses, the lenses of which have been thickly smeared with soap. As analternative, the lenses may be covered by semi-opaque plastic/tissue paper. Check that the glassesare comfortable.

(d) Tunnel Vision: Use sunglasses that have had cone-shaped tubes of cardboard attached to thelenses and the sides screened off. Two sections of an egg box could also be used. Ensure that thecenters of the cones are aligned. Alternatively, blacked-out spectacles with pinholes to simulatetunnel vision may be used. Check that the glasses are comfortable and that the person is aware ofthe necessity of turning her/his head from side to side to compensate for the narrow field of vision.

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(e) Blindness:Use a crepe bandage tied around the head to cut out all vision. A sleeping mask orsunglasses that have had the side screened off and the lenses blacked out may be used. Check thatthe blindfold is comfortable.

(f) Deafness: Use a set of industrial ear protectors (ear muffs) with cotton wool tightly packed insidethem. Have enough cotton wool to replace it for each participant; if someone has an ear or skininfection this will avoid it being passed on. An alternative to the ear protectors is to use wads ofcotton wool over the ears, held securely in place by a crepe bandage, but this does not cut outsound as effectively as the ear protectors.

7. How to Conduct the Simulation Exercise

(a) Pre-preparation: Assemble the various “devices” that will be required in the exercise. Be sure tohave enough for the whole group. Work out an itinerary of places and activities for each group,i.e., four or five places could be visited in sequence. Examples could be: a public toilet; a bedroomwith attached bathroom; a bus stop; a post office (to buy and post stamps); a lift to go from onefloor to another in a building; a shop to purchase some items on sale; a kitchen to make afternoontea for the group, and so on.

Each group will encounter various barriers in everyday life. If the workshop is residential thenhaving a meal together can be a good idea. The sequence should be different for each group sothey do not all try and visit the same place at the same time.

Decide beforehand the duration of the exercise, e.g., half a day or 24-hour period. A separateitinerary should be prepared for each group, with a list of the activities that they should undertakein each location.

(b) The Simulation Exercise:Briefly explain what is to happen during the exercise and its duration.

! Give a short briefing on each disability.

! Check with the participants for any contraindicated medical conditions.

! Demonstrate how to measure and adjust the walking devices for correct height and confirmthat this is understood.

Simulation of a narrow corridor

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! Demonstrate the correct use of the various devices and ask for a return demonstration.

! Demonstrate the correct method of guiding a blind person.

! Outline the itinerary and what is to be done at each location.

! Divide the large group into smaller groups and allocate “disabilities”, ensuring that noparticipant in that group already has a medical condition that could be aggravated by theassigned simulated disability. If so, reallocate a “disability” that is safe for the individual.Each group member should have a different “disability”. Advise the group members tochange “disabilities” after a specified time depending on the duration of the simulation exercise.Check that each person is comfortable and knows how to use the devices correctly. Informthe group at what time it is to meet together again. If the exercise is to span overnight, alloweach participant to select a different “disability” when the group meets again.

Important Tips:

! Do not force simulation exercise on any body.

! Make every body understand that this is a fun exercise in a controlled atmosphere.

! This exercise is not to highlight the disability or shortcomings of PwDs and elderly people; but tosensitize the participants about the inconvenience caused by the exiting barriers (both attitudinal &architectural) in the built environment.

8. Routes/Itinerary of the Simulation Exercise

The number of the places to be visited should be decided accordingly to the expected number of groups.Accordingly, select the number of places for the simulation exercise. Inform the authorities and obtain cooperationand agreement for the exercise. The sequence should be different for each group so that the groups do notcrowd the same place at the same side. For example: sidewalk, approach to and from a building, entrance orexit of a building, registration/information counter, staircase, toilet, corridor, lift, public telephone booth, drinkingwater fountain etc.

9. At the End of the Exercise

It is important that the whole group comes together and discards its disabilities and the participantsdiscuss their own feelings and attitudes as well as those of people they met in the course of the exercise. Theymay also be encouraged to discuss ways of removing the barriers that they had encountered. (Samplequestionnaire on page 30).

10. Question for Discussion at the End of the Exercise

(a) How did you feel when you simulated persons with diverse disabilities?

(b) How did the different levels of audio and visual interaction affect your ability to understand theenvironment and move in it?

(c) What barriers (psychological & physical) did you experience in the simulation exercise? What canyou suggest to remove the barriers that you experienced in the exercise?

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Sample Questionnaire

“What are barriers?”(To be completed by all participants)

1. What does the term “attitudinal barriers” means to you?

2. What does the term “physical barriers” means to you?

3. Your position

Area of your work responsibility:

Name of your department:

Signature: Date:

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Module 4

Chapter 1

Design Considerations

Internal & External Environment

Explanatory note:

(a) External environment: includes public places such as parks, gardens, malls, zoos, road systems,pedestrian networks and parking facilities.

(b) Public buildings: including government as well as privately, owned buildings (e.g., business offices,shops, restaurants etc).

(c) Housing/residential quarters: private homes, publicly or privately owned apartment buildings.

The following list of design elements needs to be considered when creating a barrier-free environment:

I. Kerbs and Crossings.

II. Parking.

III. Ramps.

IV. Staircases and Steps.

V. Handrails & Grab-Bars.

VI. Lifts.

VII. Signages.

VIII. Information and Service Counters.

IX. Communication Facilities.

X. Corridors.

XI. Doors.

XII. Windows.

XIII. Toilets.

XIV. Ground and Floor Surfaces.

XV. Tactile Surfaces / Guiding Blocks.

XVI. Switches & Outlets.

XVII. Illumination.

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I. Kerbs and Crossings

! Pavement should be dropped to be flush with roadway, at agradient no greater than 1:12 on both sides of necessary andconvenient crossing points.

! Width should not be less than 1200 mm.

! Kerb ramps should never be leading to a zebra crossing.

! Warning blocks to be provided on the kerb side edge of theslope so that a person with vision impairment does notaccidentally walk out onto the road.

! All measurements in the reference figures are in millimeters.! The measurements indicated are for reference and should not be viewed as absolute standards.

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Kerb ramps at marked crossings

II. Parking

! Parking should be with in 30 meters of the main entrance of thebuilding.

! Rwo accessible parking lots with minimum width of 3600 mmshould be provided.

(Overall minimum dimension being 3600 mm x 4800 mm)

! The parking should have the international signage painted on theground and also on a signpost\ board put near it.

! There should be directional signs guiding people to the accessible parking.

! Wheel stoppers to be provided to avoid vehicles to occupy space on the pedestrian pathway.

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Accessible Parking Lot

" Aisle space." International signage painted on the ground." Signage on a signpost\ board." Wheel stoppers." Kerb cut.

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III. Ramps

! Gentle slope (1:12 minimum).

! Landings (every 750 mm of vertical rise).

! Width (1200 mm or more).

! Handrails on the ramps should be on both sides at a height of 850 mm-900 mm; both end to be rounded and grouted; extend 300 mm beyondtop and bottom of ramp.

! Surfaces (ramp + landing) should be slip resistant.

! Wherever possible a ramp should be accompanied by aflight of easy going steps.

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13-metre ramp with landing in Dilli Haat, New Delhi

Switchback platform ramp (Photograph: Mobility India, Bangalore)

! Handrails on two levels:

Lower level for wheelchair users 750 mm.

Upper level for persons at standing height 850 mm-900 mm.

! Non-slip flooring.

! Handrails, flooring of the ramp including landing is in bright colour contrast.

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IV. Staircases and Steps

! Uniform risers: 150 mm and tread: 300 mm.

! Stair edges should have bright contrasting colours: 50 mm min.

! The maximum height of a flight between landings to be 200 mm.

! Landing should be 1200 mm deep, clear of any door swing.

! The steps should have an unobstructed width of at least 1200 mm.

! Have continuous handrails on both sides including the wall (if any) at 850 mm - 900 mm.

! Warning blocks to be placed 300 mm at the beginning and at the end of all stairs.

! Nosing to be avoided.

Staircase At DMRC Welcome Station

" Uniform Risers.

" Handrails at two levels.

" Rounded.

" Grouted in ground.

" Diameter of handrails.

" Warning strip.

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V. Handrails & Grab Bars

!!!!! Handrails should be circular in section with a diameter of 40-45 mm.

!!!!! At least 45 mm clear of the surface to which they are attached.

!!!!! At the height of 850 mm-900 mm from the floor.

!!!!! Extend by at least 300 mm beyond the head and foot of the flight in the line of travel and groutedin the ground.

!!!!! Handrails/grab bars should be in a colour that contrasts sharply with the surrounding area.

Handrail / Grab Bar

A small plate in Braille to guide persons with visualimpairments.

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VI. Lifts

– Floor space: 1400 mm x 1400 mm (minimum).

– Doors: Clear opening 900 mm.

– Lift door closing mechanisms should be adjustable to give adequate entry time for people withdisabilities. The installation of a photoelectric sensor may be considered for controlling the closingof the lift door.

– Call and Control button: At a reach of 900 mm-1000 mm; at least 400 mm from any corner.

– Braille information/raised numbers, audio and visual indicator, grab bars, review mirror and kickplates may be fitted.

Lift at All Metro Stations, Delhi

" Signage at eye level.

" Lowered control panel.

" Door closing mechanism.

" Wide door.

" Grab bars inside lift.

" Rear view Mirror.

" Audio Announcement.

" Braille information/raised numbers.

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VII. Signages

! Signs should be mounted between 1400 mm and 1700 mm from floor level.

! The individual characters between 15 mm-50 mm tall, raised by 1-1.5 mmand bold and colour contrasted with their background

Sign Posting

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VIII. Information and Service Counters

! Writing surfaces and public dealing counters should not be more than 800 mm from the floor, witha minimum clear knee space of 650 mm-680 mm high and 280 mm-300 mm deep.

! Staff manning the counters should know sign language.

IX. Communication Facilities

Public Telephone

! Maximum height of the highest part of a telephone: 1200 mm.

! Maximum height of a telephone (knee space for wheelchair user): 650 mm-680 mm.

! Minimum floor/ground space: 1200 mm x 800 mm.

! Guiding blocks may be installed to guide people with visual impairments to public telephones.

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Telecommunication Devices for Deaf Persons (TDD)

! Telecommunications devices for deaf persons (TDD) should be installed adjacent to pay-phonebooths.

! TDD should be identified by the “TDD” symbol.

! Pay phones should be hearing aid compatible.

! Pay phones should have volume controls.

! Visual Notification Devices should be provided in offices, workplaces, hotel rooms and homes toalert hearing-impaired persons to incoming telephone calls.

! Automatic indicator systems should be devised for persons with hearing impairment.

Telephone installed too high for wheelchair user.

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Assistive Listening Devices! Assembly areas, as well as conference and meeting rooms should provide assistive listening devices

for persons with hearing impairments.

! Various types of assistive listening systems are available in the market. They include audio-inductionloops, radio frequency systems and infrared transmission devices.

! Assistive listening devices should be available for use in:

– Theatres, concert halls, auditoriums, stadiums and other places of cultural activity.

– Museums, galleries and other places for public display.

– Zoos and amusement parks.

Facsimile

! Facsimile machines are a valuable communication tool for persons with hearing impairments andshould be readily available to them in post offices, commercial areas, public places and in theirhomes.

Sign Language Interpretation

! Adequate lighting, raised platforms and headphone sets should be provided for sign languageinterpreters.

Braille

! Braille symbols and/or text in raised format should be provided in places frequented by personswith visual impairments.

! Text/symbols and the background of all signs should have a non-glare finish. They need to be insharp contrast to their background.

! “Talking signs” should be installed.

X. Corridors

! Corridors should have an unobstructed width of 1500 mm-1800 mm.

! If less than 1500 mm, turning spaces should belocated at intervals of 30 meters.

! Level differences should be beveled.

! Threshold should not be more than 12 mm.

! All protruding objects to be placed either in a nicheor above 2000 mm from the floor.

! To be well lit.

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Minimum clearance for 90º turn

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XI. Doors

! All doors should provide a clear opening of 900 mm.

! Be fitted with a lever action locks and D-handlesof circular section.

! Lever handles and push type mechanisms arerecommended. When a sliding door is fully open,handles should be usable from both sides.

! Also be fitted with vision panels at least between900 mm and 1500 mm from floor level.

! Be colour contrasted with the surrounding walland should not be heavier than 22N to open.

Turn Around An Obstruction

Doorways

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! Glass doors must have a bright, coloured motif at eye level.

! Where revolving doors or turnstiles are used, an alternative wheelchair-accessible entrance mustalso be provided.

! A distance of 400 mm should be provided beyond the leading edge of door to enable a wheelchairuser to maneuver and to reach the handle.

! Kick plates are recommended 300 mm from the bottom, to resist wear and tear.

Thresholds of doorways should not exceed 12mm. Raised threshold and floor level changes at doorwaysshould be leveled off with a slope on each side of a threshold. The slope may be a simple, movable ramp.

XII. Windows

! A window should have handles/controls at 1200 mm.

! A window should have an unobstructed viewing zone for wheelchair users 600 mm-1450 mm.

! Curtain or Venetian blind controls/ropes should be at 1200 mm.

Sliding door

Outside the door

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XIII. Toilets

Accessible public toilets should have the universally accepted symbol for wheelchair access displayed outside.

A minimum of one toilet compartment for public use should have enough floor space for wheelchair users toenter and exit.

! Clear floor space (1750 mm x 2000 mm min.).

! Provide a door of clear opening of at least 900 mm with the door swing outwards or be folding orsliding type.

! Should have slip resistant flooring.

! Be provided with a horizontal pull bar at least 600 mm. long on the inside and 140 mm. long on theoutside, at a height of 700 mm.

Water Closet (WC)

! Have clear space of not less than 900 mm wide next to the water closet.

! Be located between 460 mm to 480 mm from the centerline of the WC to the adjacent wall andhave a clear dimension of 800 mm from the edge of the WC to the rear wall to facilitate sidetransfer.

! The top of the WC to be 450 mm – 500 mm from the floor.

! Have a back support.

! Grab bars at the rear and the adjacent wall.

! On the transfer side swing up grab bars shall be provided.

Washbasin

! Be of dimensions 520 mm and 410 mm, mounted such that the top edge is between800 mm - 900 mm from the floor; have a knee space of at least 760 mm wide by 200 mm deep by650 mm-680 mm high.

! Lever type handles for taps are recommended.

! Mirror’s bottom edge to be 1000 mm from the floor and may be inclined at an angle.

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Wall mounted washbasin with grab bars Infra red activated washbasin

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Plans of Accessible Toilet

50

Provisions for Public Toilet

WASHROOM SIGNS

51

Layout Plans of an Accessible Toilet

VSO Office, New Delhi

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Urinals

! At least one of the urinals should have grab bars to support ambulant persons with disabilities(for example, crutch users).

! A stall-type urinal is recommended.

! Grab bars may be installed on each side, and in the front of the urinal. The front bar is to providechest support; the sidebars are for the user to hold on to while standing.

! Accessible toilet may be provided with a switch that activates an emergency alarm.

! For the benefit of the vision-impaired people, all toilets to have male or female marked on plateswith raised alphabets and put on wall next to door.

! A distinct audio sound (beeper/clapper) may be installed above the entrance door for identificationof the toilets.

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XIV. Ground and Floor Surfaces

! Ground and floor surfaces (along accessible routes and in accessible rooms and spaces, includingfloors, walks, ramps, stairs, and kerb ramps) should be stable, firm and slip-resistant.

! Vertical level changes up to 6 mm may not need edge treatment. Changes in level between 6 mmand 12 mm should be leveled off with a slope no greater than 1:2.

! If gratings are placed in pathways, they should have spaces no bigger than a wheelchair’s wheels,e.g., 12 mm.

! If carpets or carpet tiles are used on a floor surface, they should be securely attached to it. Long,thick rugs should not be laid in areas likely to be frequented by persons with mobility and sightimpairments.

! Edges of paths can be clearly defined by using different colours and textures.

! Street furniture, trees, lighting and dustbins should be located on one side of pathways. The surfacetexture and colour surrounding may be changed to indicate the approach to those items

Change in level of accessible route.

Bevel edge

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Gratings

! Covers and gratings should be non-slip, flush with the footway surface, and be such that openingsare not more than 12 mm wide.

! Gratings and slot type drainage should be sited away from pedestrian flows and perpendicular tothe main line of pedestrian flows so as not to trap small wheels.

Uncovered, wide gratings, which trap small castors/wheels of the wheelchair, walking sticks, white canesand crutches.

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XV. Tactile Surfaces / Guiding Blocks

! Dot-type blocks give a warning signal. They are used to screen off obstacles, drop-offs or otherhazards to discourage movement in an incorrect direction, and to warn of a corner or junction.

! Line-type blocks indicate the correct route to follow.

Places to install guiding blocks

– In front of an area where traffic is present.

– In front of an entrance/exit to and from a staircase or multi-level crossing facility.

– Entrances/exits at public transport terminals or boarding areas.

– Sidewalk section of an approach road to a building.

– Guiding path from a public facility to the nearest public transport station.

Rural areas

! In rural areas, stones of different sizes may be used to separate the road from the kerb, and toindicate the approach to public places.

Guiding Path Warning Strip

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Strip of guiding and warning blocks

Laying of Warning strip

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Arrangement of Guiding Path and Warning Strip

Stairs and Crosswalk

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Diverse arrangements of guid-ing path and warning strip: atcrosswalks.

Strip of warning blocks:entrance/exit to and from astaircase.

Entrances/exits at publictransport terminal.

Photographs: Shastri Park Station, Delhi Metro RailCorporation

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XVI. Switches and Outlets

! Switches and outlets should be mounted at an appropriate height and position for easy reach.

XVII. Illumination

! Adequate and well-distributed lighting should be installed.

! Glare from excessively bright lights should be avoided.

! Staircases and corridors should have adequate lighting

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Chapter 2

Residential

Bedrooms

! The space around the bed should be adequate for access by all mobility aid users.

! The space around the bed should be large enough for transfer by a wheelchair user, or for a helperto assist in the transfer.

! The bed should be at a height: 450 mm-500 mm, from the ground that permits wheelchair users totransfer easily.

! There should be a bedside table at a suitable height and position that permits a person lying on thebed to reach it easily.

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Shower Cubicles

! Should have seats: height 450 mm-500 mm which, facilitate easy transfer by wheelchair users.

! Grab rails at a height of 700 mm-800 mm.

! Call buttons or other signal devices at a height: 900 mm-1200 mm; can be easily reached in anemergency.

! Sufficient space should be provided beside shower cubicles for transfer by wheelchair users:900 mm x 1200 mm.

! Shower doors, locks or catches should be of a type that can be opened from the outside in anemergency.

! Shower doors should preferably be of a sliding or outward opening type.

These recommendations are relevant for bathing facilities for low-income households.

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Shower Cubicles

Single shower cubicle

Washroom:Toilet cubiclewith shower seat

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Kitchens

! Floor surfaces should be of a slip-resistant material.

! Worktops, sinks and cooking hobs should be at the same level and at a height: 750 mm-850 mm.

! Adequate knee room- 650 mm min. should be provided beneath workshops and sink.

! Floor space should allow easy wheelchair movement between worktop, sink and cooking hob orstove.

! Tap preferably should be of the mixer type, with lever handles.

! Where cooking facilities have control taps or knobs, these should be at the front of the applianceand be easily and safely operated by people with diverse disabilities.

! Where appropriate, oven doors should hinge downwards.

! Where solid fuel stoves are used, the needs of people using wheelchairs or crutches and of blindpeople should be considered in designing for adequate operating space and safety.

Cooking range

Dustbins

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Work Top Bench

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Cooking Range/Slab

Sink

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Storage Space

! Space for a wheelchair to be stored (folded or unfolded) should be provided near doors.

! Storage space of various kinds (shelves, wardrobe rails, cupboards and drawers) should be within1200 mm and depth range and be reachable by people in wheelchairs.

! A recessed plinth should be provided under storage units to accommodate the footrests of awheelchair.

! Cupboard and drawer handles should be of a shape, which may be easily grasped by a personwith limited gripping or pulling strength.

! Lockable drawer handles should be provided for each occupant in residential institutions.

! A refrigerator should be at a suitable height and depth for easy reach by wheelchair users.

! Sufficient floor space should be provided for wheelchair users to maneuver around open doors ofcupboards and refrigerators.

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Lever handle to pull hanger at sitting height

Wardrobe

Storage shelves

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Tables

! A space should be provided for wheelchair users at tables.

! A space should be provided for wheelchair user access to and from tables.

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Chapter 3

Places of Recreation (Theatres, Auditoriums, Parks, etc.)

Wheelchair Seating

! Applies to wheelchair spaces in auditoria, assembly halls, theatres and similar facilities.

! Accessible seating space should be provided in a variety of locations to persons with physicaldisabilities.

Space allowance in the auditoria, assembly halls, theatres.

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Parks

! There should be no difference in level around an approach to park and/or park roads. If a leveldifference is unavoidable, a ramp or a staircase plus a ramp are needed.

! A level landing should be provided before and after the change in level.

Garden of Five Senses, New Delhi

! Paved surfaces should be made of a non-slip material.

! At locations where there is a difference in level, such as stairs, the surface material should bechanged using a color contrast scheme and guiding blocks.

! Approaches and pathways should be 1800 mm. (minimum) wide.

! Drainage ditches should not be constructed in park road areas. If a drainage ditch has to beconstructed, a ditch cover should be provided.

Slots in ditch/drain covers must be narrow enough so as notto risk crutches or the wheels of wheelchairs being stuck.

! An information board should be provided. The board should be designed to be easily legible byusing sufficiently large text size, distinct contrast and illumination. The information should also be inBraille.

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Photographs : Garden of Five Senses, New Delhi

! Benches, dustbins and drinking fountains should be installed with adequate space around them forwheelchair users to maneuver.

! Benches should be installed along the side of park roads.

! There should be space 900 mm x 1200 mm, provided for wheelchair.

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! Guiding blocks should be provided for persons with a visual impairment.

! Handrails should be provided in places of recreation, where necessary.

! WCs should be provided in places of recreation.

! For parking in places of recreation.

! Signs should be in contrasting colours and preferably be embossed in distinct relief to allow visuallyimpaired persons to obtain the information they contain by touching them.

! Simple symbols and contrasting colours, which are universally recognized, should be used, e.g.,green for safety or go, yellow or amber for risk or caution, and red for danger.

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Chapter 4

Fire Evacuation Needs

I. Means of Escape (In An Emergency)

Efforts to integrate people with disabilities into mainstream society may result in new or increased challengesto raise standards regarding safety in the event of fire. This section describes the important aspects of firesafety to be considered by designers, engineers, fire safety personnel, building managers, as well as non-disabled and disabled facility users.

(a) Fire

Unless there are items in a room, which are especially flammable, fire at its initial stage, spreads slowly. Asthe fire gets bigger, toxic gases are given off; these quickly rise to the ceiling and spread under doorways. Ifthere is enough material in the room, the fire will eventually develop very rapidly with flames and smokeengulfing the entire room or building.

If fires are discovered while they are still very small, they can usually be easily extinguished. However,untrained persons cannot extinguish a well-established fire and trying to stop such a fire could be extremelydangerous and waste valuable escape time.

(b) Fire-emergency safety

(i) General principles

(a) Safety is important for everyone.

(b) Persons with disabilities should be helped to protect themselves.

(c) Persons with disabilities should be included in fire safety training.

(ii) Design elements and safety measures

(a) Fire-safety codes make it essential for buildings to be designed with safety features.Fire-safety design elements are directed towards three objectives:

i. Detecting the fire.

ii. Separating people from the fire either by enabling prompt evacuation of the building,or by providing a refuge area within the building where occupants may safely awaitrescue.

iii. Controlling or extinguishing the fire.

In many cases, disabled persons do not require specific design features. However, adequate fire-safetyeducation is a necessary preventive measure. In a fire-emergency situation, non-disabled persons can become

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handicapped. Everyone is effectively disabled in the case of a fire. Smoke and toxic gases can obscure vision;bells and alarms can impair hearing and create panic and fear, thus limiting the judgmental abilities of everyone.

The ideal situation is for everyone to be as aware and capable of self-preservation as much as possibleduring an emergency. This often involves modification of the built environment. For example, flashing lightscould be activated simultaneously with an audible alarm system to alert persons with hearing impairments.Tactile maps showing alternative escape routes could be installed for persons who are visually impaired.Persons with mobility impairments require little, and sometimes, no assistance from others if areas of refugehave been pre-established and are clearly indicated.

Large public buildings could introduce voluntary registration in the main lobby so that persons withdisabilities may easily be located in case of an emergency. Persons with disabilities need to be included in allfire drills.

(c) Refuge

An alternative to immediate evacuation of a building via staircases and/or lifts is the movement of disabledpersons to areas of safety within a building. If possible, they could remain there until the fire is controlled andextinguished, or, until rescued by fire fighters. Some building codes require the provision of a refuge area,usually at the fire-protected stair landing on each floor that can safely hold one or two wheelchairs.

II. Alarm Signals

Alarm Systems

Concerning vocal alarms, vibrating alarms and instructions for escape from danger:

! If emergency warning systems, e.g., vibrating alarms or vocal alarms, are installed, they shouldinclude a means of warning for visually impaired persons.

! Visual alarm devices should be provided for persons with hearing impairments.

! Sockets should be provided near beds to allow alarm systems, including vibrating under pillowdevices, to be connected easily.

Alarm signals such as flashing lights, vibrating beds or variable velocity fans can alert deaf or deaf andblind residents. Emergency exit lights and directional signals mounted near the floor have been found to beuseful in cases where a lot of smoke is present. Pre-recorded messages and on-the-spot broadcasts from acentral control center would be of great benefit.

Raising the Alarm

Special devices, e.g., fire alarm boxes, emergency call buttons and lighted panels may be needed bypersons who are deaf or blind. Telecommunication devices for deaf persons (TDD) are practical for typing inconversations. A pre-recorded message installed in the telephone would be useful for notifying the fire department.

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Module 5

Chapter 1

Case Study of Voluntary Service Overseas Office, New Delhi

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Module 6

Chapter 1

Barrier Free Transportation

Every individual including PwDs have an equal right to travel and use public transportation with dignityand independence. It should be regarded as a fundamental right of all citizens, since travel is usually a dailynecessity for education, employment, medical attention, entertainment etc. Transport is important in facilitatinghuman communication and face-to-face meetings. It plays a significant role in economic development of thenation.

People with diverse disabilities (sensory or physical) and reduced mobility (people with health problemsfor example respiratory, cardio-vascular, joint problems or temporary ailments; senior citizens; pregnant women;families with young children and people with heavy luggage, etc., constitute sizeable number of the population.Since majority of this segment belong to lower and middle-income group, it is beyond their economic capacityto use private taxis/three-wheeled auto rickshaws or purchase their own vehicle and are, therefore, dependenton public transport.

Existing transportation system, i.e., vehicles, terminals, and operations are either full of obstacles orimpossible to use. It induces fatigue, restricts educational and employment opportunities, causing frustration.It hinders right to freedom of movement, equal participation and access to health and other social services.

Move Towards Accessible Transportation

The Persons With Disability (Equal Opportunities, Protection of Rights and Full Participation) Act 1995,states non-discrimination in built environment and transportation. Delhi has set the lead in accessibletransportation. The best example is Delhi Metro Rail Corporation (DMRC), a joint venture of Government ofIndia and Government of National Capital Territory of Delhi.

Case Study of Delhi Metro Rail Corporation

DMRC in its policy and planning stage, included access needs of people with diverse disabilities.Samarthya approached DMRC with the objective to ensure that the design of the station is inconsonance with the PWD Act 1995, standard requirements and guidelines. An access audit ofthe sample Welcome metro station (during the partially constructed stage) was conducted, alongwith DMRC engineers & architect, in April 2002. The access audit team comprising people withdiverse disabilities and a checklist; observed: drop off lanes and parking to the station entrance,ticket & automatic fare collection (AFC) counters; proposed placement of guiding & warningblocks; lifts & stairs; approach to the platform and toilets proposed to be built outside the station.It submitted its suggestions supplemented with photographs.

DMRC welcomed the user group perspective and invited Samarthya for access audits and inputson other metro stations/services from time to time. DMRC has set an example of universal andinclusive design. The built stations provide–designated parking for PwDs; ramps along with hand

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rails; guiding and warning blocks for vision impaired persons; bright colour contrast for low visionpersons; large lettering and information displays and signage’s; lifts with lowered control panelwith Braille & raised control buttons & auditory signals; resting area for the senior citizens anddisabled persons. Inside the coach, there is designated space for wheelchair users, audioannouncement with dynamic display and sensory door closing mechanism.

Placement of guiding path and warning strip at the Metro Station.

Road Transport

Public buses are common man’s transport but it is not fully used by people with reduced mobilityand PwDs. Inherent design structure of existing buses: chassis level–900 mm (basically truckchassis), narrow door width–790 mm and approach to bus shelters compounded by ill maintained,uneven, high walkways and speed bumps are major reasons for its under utilization. Boarding andalighting in the buses becomes difficult, unsafe and impossible without assistance.

Existing design of DTC bus–high chassis, narrow doorand three uneven steps makes it impossible for PwDs toboard a bus.

Inconsistent design standards in the constructionof walkways and bus shelters high pavements,bollards and hawkers in front of bus shelter.

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Access Provisions for Public Transport

Transport facilities and means of transport include land, water and air transport systems.

(a) Road transport

i. Regulations should specify that new vehicles bought by public and private transport companies beaccessible for people with disabilities. Studies indicate that buying a bus with lifts adds only 5 percent to its cost.

ii. Access regulations should specify modifications required for public buses, which are already inuse.

iii. A minimum of four seats in all buses should be designated for persons with disabilities. Those seatsshould be near entrance/exit doors.

iv. Adequate space for one wheelchair should be provided in all buses.

v. Parallel transport services for persons with disabilities who cannot use mainline systems arerecommended.

vi. Access regulations should be adapted to meet the needs of rural communities.

(b) Rail transport (including local trains, under and over ground trains and inter-city trains)

i. Access regulations should stipulate that new rail transport facilities must be accessible for personswith disabilities.

ii. All mainline train stations must be modified to become accessible.

iii. One car per existing train should be modified to incorporate access features.

iv. A minimum of two seats per car should be designated for persons with disabilities. Those seatsshould be near entrance/exit doors.

v. A minimum of one accessible toilet should be available near the above-mentioned seats.

(c) Sea and river transport (including ferries, as well as domestic and international passenger ships)

i. Access regulations should stipulate that new sea/river transportation must be barrier-free.

ii. A minimum of one deck in ferries and domestic and international passenger ships should be modifiedto incorporate access features.

iii. Ramps, passageways, gangways, safety equipment and at least two berths or cabins must bemodified to incorporate access features.

(d) Air transport (including domestic and international passenger aircrafts)

i. Access regulations should stipulate that new air transport facilities must be barrier-free.

ii. A minimum of two seats near the entrance/exit doors in all domestic passenger aircraft should beavailable for persons with disabilities.

iii. A minimum of one accessible toilet should be near the above-mentioned seats.

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Chapter 2

Barrier Free Tourism

Tourism is a means of broadening horizons and developing friendship for a social group, which is lesswilling to remain, segregated from mainstream society. People with Disabilities (PwDs) have an equal right totravel with dignity and independence; access to all tourism infrastructures; products & services includingemployment opportunities and benefits that the tourism industry provides. PwDs, senior citizens and familieswith young children, are not considered potential customers by the Government and the service providers andare still an untapped market. Their travel experiences are characterised by transportation constraints, inaccessibleaccommodation to tourism sites and inadequate customer services.

Tourism in India–Some Facts

India is a country of continental dimensions with a fascinating kaleidoscope of diverse races, languages,religions, customs and traditions. The tourist attractions of India include historical monuments, places of religiousimportance, mountain and beach resorts, wild life, and interesting eco-systems, etc.

Tourism in India has grown substantially over the last three decades. However, Indian tourism wasadversely affected after the 11th September 2001 events showing a decline of 4.2 per cent in the year 2001,as against a growth of 6.7 per cent achieved in 2000. India’s share in world tourist market during 2001 was0.37 per cent. Foreign tourist arrival during 2001 were 25,37,282 and foreign exchange earnings from tourismwere estimated at Rs. 14,344 crores.

Domestic tourism plays a vital role in achieving the national objectives of promoting social and culturalcohesion and national integration. Its contribution to generation of employment is very high. An investment ofRs. 1 crore creates 470 direct jobs, which surpasses the employment potential from Agriculture and Industrialsector. With the increase in income level and emergence of a powerful middle class, the potential for domestictourism has gone up considerably in the last few years. During the year 2001, about 234 million domestictourist visits were made.

The National Tourism Policy 2002 attempts to position India as a global brand to take advantage of theincreasing global travel and trade and vast untapped potential of India as a destination. Seven key areasidentified are:

Swagat (welcome)

Soochna (information)

Suvidha (facilitation)

Suraksha (safety)

Sahyog (co-operation)

Samrachana (infrastructure development)

Safai (cleanliness)

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However, none of the above key areas take into considerations requirements of disabled traveller. Alsothere are no statistics/data available on tourists’ with disability (both domestic and foreign) visiting places oftourist interest. There is no database maintained by Government agencies of the accessible tourist spots in thecountry. The efforts made by individuals/organizations are also scattered. There is a growing demand, for thetourism industry to improve its services to PwDs: accessible transportation, accessibility within hotel facilitiesand travel operators to provide tailoring packages to PwDs.

Case Study of Dilli Haat

Samarthya selected Dilli Haat, a joint venture of Delhi Tourism, Union Tourism Ministry, DCHandlooms & Handicrafts and the Ministry of Textiles as its pilot project. It is spread out over sixacres, set amidst idyllic environs that attempt to mimic the rural ambience of a traditional Indianlittle “Haat” or a weekly village market. It was conceived to be a multi-purpose, cultural complexwhere artisans from all over the country could come to display and sell unique and ethnic products.

It has high visibility value and ample scope of expansion, replicability and sustainability. On thebasis of ticket sales for three months it was found that 180,000 domestic as well as foreign touristsvisit Dilli Haat every month. Making Dilli Haat accessible to all would mean spreading the messageto other parts of the country.

An access audit in “coordination” with the architect of Dilli Haat was conducted in January 2001.The audit team examined the existing architectural plan of the complex, identified the problemareas and suggested possible solutions. The proposed changes included designated parking,uneven flooring in the front plaza, ticket counter height, access to office and handloom & handicraftsstalls, drinking water facility, toilets and other amenities.

Samarthya extended its “cooperation” to Mr. Pradeep Sachdeva, Architect, Delhi Tourism byproviding standards, guidelines and accessible design layouts. The partnership between DelhiTourism and Samarthya culminated in the inauguration of “Barrier Free Dilli Haat” (first phase), on28 March 2003. The changes include leveling of front plaza flooring, demarcated pathway, loweringof ticket counter, merging of level differences, around 17 small and big ramps with handrails areconstructed which now provide access to Dilli Haat office, exhibition halls, stalls, STD/ISD booth,

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drinking water facility, approach to toilets, eatable stalls, etc. The second phase would includedesignated parking, guiding and warning blocks and toilets.

Media highlighted the constructive work being done by Delhi Tourism and Samarthya in makingDilli Haat, the first ever disability friendly tourist spot in the nation. The news items generatedpublic awareness and discussion of accessibility issues in the tourism sector. The tourism depart-ment has committed to make all upcoming projects barrier free. “Garden of Five Senses” spreadover 20 acres, reflects the same.

Archeological Survey of India

ASI had issued an order in 2001, that all historical monuments be made accessible to PwDs. Thereshould be a partnership, a shared responsibility, with individuals and NGOs, ensuring that the Government andrelevant agencies are made aware of their specific needs and requirements. All these efforts have received agreat deal of positive media coverage with regular articles in all of India’s daily national papers. The result is anoverall increased awareness of the issue of accessibility within the community, the commercial sector and theGovernment.

Braille Plates being Mounted at Safdarjung Tomb, New Delhi

Access Provisions for Barrier Free Tourism

1. Advocacy and negotiation with the Tourism industry and service providers.2. Accessibility as criteria in ranking of hotels.3. To make mandatory for petrol pumps on highways to have an accessible toilet.4. Dissemination and sharing of information on Barrier Free Tourism.5. Information material to be accessible to all.6. Compiling database on accessible Tourists places (including accommodation).7. Information and networking with disabled people and NGOs.8. Highlighting the issue through electronic and print media.9. Conduct Access Surveys.10. Initiate one pilot project.

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Chapter 3

Accessibility in Rural Areas

Introduction

The majority of people (78 per cent) in India live in rural areas. In the coming decade, notwithstandingrapid urbanization, there will be a higher increase in absolute numbers of the rural population. Higher rates ofmortality and morbidity, a lower rate of literacy and a higher incidence of poverty and deprivation characterizerural communities, placing them in a less advantageous position than their urban counterparts.

National Sample Survey Organization (NSSO), 2002, estimates the number of disabled persons in Indiaas 18.49 million, which forms about 1.8% of the total estimated population. The survey reveals that for every1,00,000 people in India, there were 1,755 who were either mentally or physically disabled. Among the ruralresidents (74.2 million), the prevalence of disability (No. of disabled per 1,00,000 population) was 1.85 %and that among the urban population (28.5 million) was 1.50%. This indicates that the disabled population inrural India is 3.2 times higher than the urban India. Apart from the above figure of disability there are manyelderly citizens, which are increasing day by day due to improved medical facilities in countries.

Table 1: Estimated* Number (in ’00) of Disabled Persons by Type of Disability and Sex for Ruraland Urban India (NSSO Survey, 2002)

Type of Disability Rural Urban

Male Female Persons Male Female Persons

Any disability 83102 57748 140850 25811 18249 44060Mental Retardation 4434 2561 6995 1824 1128 2591Mental Illness 5022 3377 8399 1623 988 2611Blindness 7494 8536 16030 1793 2311 4104Low Vision 2982 3563 6545 711 877 1588Hearing Disability 12516 11171 23687 3617 3313 6930Speech Disability 9495 6532 16027 3417 3313 6930Locomotor Disability 49987 29839 79826 16352 10162 26514Estimated Total Persons 3923611 3711319 7634930 1545555 1391996 2937551

* Estimates are obtained by using survey proportions on the projected population** At least one of mental, visual, hearing, speech and locomotor disability

Planning for a barrier free environment in rural areas has its own set of difficulties and challenges. Thoughthe norms and the standards for it remain broadly same for cities and villages, however considerations have tobe made in terms of life style, available infrastructure, financial constraints, availability of local material andgeneral reluctance to spend except for most essential items, etc.

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Furthermore, while several basic amenities such as piped water supply, sanitation, toilets and accessto the mass media, e.g., radio and television are available to urban residents at the urban built environmentincludes modern public facilities for education, training, employment and self-employment, as well asentertainment. In contrast, the rural built environment includes standpipes and wells, village dispensaries,primary schools, community toilets and water tanks, village markets, agricultural extension centers andvillage or district administrative institutions. These facilities have an impact on the daily lives of people in therural areas. The extent to which the facilities are accessible and usable by persons with disabilities andelderly people determines their integration into rural community life.

Poor access is one of the characteristics of poverty. However, it is not the only factor, but is a keyparameter. Some of the issues faced by rural disabled persons and elderly people are: non-accessible paths,roads without pavements and non-accessible houses, toilets or latrines and kitchen.

PwDs in rural areas, like their urban counterparts, have a wide range of housing needs. Persons withphysical disabilities need accessibility features to facilitate independent living. Persons with mental illness orpersons requiring regular treatment/therapy for their condition need suitable access to a treatment facility. Frailelderly persons may require modifications to their existing homes. Others may prefer group housing or assistedliving situations.

Some examples of transport problems for typical rural people are (i) water and fuel wood collection;(ii) crop production and marketing; (iii) non-agricultural income generation; (iv) access to economic, educational,health and similar other services. The exact nature of specific transport tasks will of course be dictated by thelocation and circumstances of specific rural areas. Transport problem of water and fuel wood collection can beviewed as the one related to exchange relation with the nature. The opportunity costs of collecting water andfuel wood in terms of time and physical labour can of course be reduced through improved provision oftransportation. This will in turn free the rural poor to use their endowment of time and physical energy for futureproductive and remunerative works.

Planning and design for the rural areas should take into consideration the options presented by localsolutions; using locally available materials. For example, locally available cement checkered tiles may be usedas guiding and warning blocks. Applied research and experimentation in the use of appropriate technology forthe development of barrier-free design for the rural built environment are urgently needed. Governments, localauthorities like Jila and Gram Panchayats, CBR workers and others, have a responsibility to improve theunderstanding of issues concerning barrier-free environments in rural communities. This is particularly so in thecase of remote rural areas where there is a lack of non-governmental organization development assistance andthe communities have limited access to the mass media.

Access and Access Related Possible Interventions

Household work at ground level using a ground mobility device

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Paraplegia shelter project- Anjar, Gujarat. Drawing courtesy: Mr. Hitesh Changela, Baroda

Toilet Kithchen

Paraplegia shelter project- Anjar, Gujarat. Photograph courtesy: Mr. Hitesh Changela, Baroda

Front Entrance with ramp front view Side view

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Module 7

Chapter 1

Field Visit (Access Survey/Audit)

GUIDELINES ON HOW TO CONDUCT ACCESS SURVEY/AUDIT

Access audits are surveys conducted of existing built environment that needs to be made barrier free.

Objectives

(a) Identify obstacles or barriers to disabled persons’ movement in a particular part of the built envi-ronment.

(b) Obtain information required for considering solutions on how these obstacles and barriers can beeliminated or remedied.

(c) Document the accessibility of the place surveyed for reference by disabled persons concernedwith access improvement.

Identify Team Members

! Identify a mixed group of disabled persons (physical and sensory disabilities) and non-disabledvolunteers, who understand access needs.

! Architect or a civil engineer, ideally of the building being audited.

Initial Steps

! Before going for the access audit make sure you have the following items:

!!!!! Audit checklist.

!!!!! Measuring tape (at least 5m long).

!!!!! Clip boards (for easy recording of information).

!!!!! Pens & pencils.

!!!!! A camera.

!!!!! A cap or sunglasses (for surveying external environment).

!!!!! Cassette recorder (for recording of findings by vision impaired persons).

!!!!! A copy of the letter sent to building developer or management (if available).

! Experience, as a group, the routine of an actual survey and how the information is to be recordedin the prescribed format (see sample access survey form, p.104).

! Acquire experience in taking measurements, photographs or making drawings to illustrate surveydocumentation.

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Pre-survey Preparations

(1) Identify the location to be surveyed.

(2) Appoint a survey coordinator with the duty to undertake the following:

! Contact the management or duty in charge of the building or site.

! Obtain permission from the management of the building or the site.

! Make the appointment for the survey and reconfirm the date and time with the concernedauthority.

! Obtain security clearance, if necessary, and assistance, as appropriate.

! Request layout plans of the place or area to be surveyed.

! Make a preliminary visit to the site as part of the pre-survey preparations.

! Arrange for transport for to and from the site (if so required).

! Ensure that the essential materials needed for the survey are ready and the quantity is enoughfor each survey team.

(3) Prepare copies of the survey form to include items such as the following:

! Date of survey.

! Name of the building and location.

! Location of the areas to be surveyed (for example, car park, entrance, lift, toilets, etc.).

! Approved standards with which to compare on-site measurements.

(4) Check for noise levels (such as excessively loud music or traffic noise as this disorients blindpeople).

(5) Divide the members into teams according to the number of the persons available and the sites to besurveyed.

(6) Initiate discussion on the layout and establish routesto be followed in the survey.

(7) Have each team choose its facilitator and divideamong members, tasks such as measuring, writings,recording and taking photographs.

(8) Determine with team members the precise place andtime to meet (for example, at the main entrance orbus stop nearest to the place to be surveyed).

Access audit team comprise personswith diverse disabilities and an architect

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Chapter 2

Access Survey/Audit of a Pre-selected Site

Important tips to remember during the actual survey include the following:

! Meet punctually at the pre-determined location.

! Each team members should know the boundaries of the area that the team has to survey.

! Start with entrances, corridors and toilets before the crowds appear.

! It is important to keep measuring the heights and widths of all the areas you pass through like theheight of the stairs, width of the doors, size of the toilet, knee space under the counters, telephones,washbasin, etc.

! Pay attention to everyone’s safety during the survey.

! Complete the survey forms and provide accompanying sketches, notes and other details.

! Note down when and where photographs are taken so as to be able to identify them when preparingthe report.

! Keep discussing the changes you recommend for specific barriers with the architect/engineer.

! Whatever recommendations are thought of keep jotting them down on the writing pad along with,the existing measurements.

!!!!! Once the survey is over get photographs developed and prepare a final report to be submitted tothe authorities for incorporating the changes.

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Chapter 3

Report Making–Comprehensive Solution with Illustrations

Post-survey Action

Cooperation and teamwork are needed to tie up all aspects of the survey effort. The following are someimportant points to remember:

1. Each team member has a responsibility for the completion of the survey form, with emphasis onupdating information so that it is accurate, filling in information gaps and attaching photographs orother illustrations that will enhance the team’s survey report

2. The report can take into account long-term and short-term plans for access improvement (forexample, providing a ramp, an accessible toilet, etc., as priority areas).

3. Each team facilitator will be responsible for collecting the completed forms.

4. Team members shall agree on a date and time for joint review of the survey process and outcome.

5. The survey coordinator shall:

(a) Present findings and observations to the whole team.

(b) Prepare an illustrated survey report, summaries and recommendations, for submission tothe relevant authorities such as the management of the concerned building or complex, theplanning department of local authorities or other interested parties.

(c) Determine the deadline for report submission and meet the deadline.

(d) Send a letter of appreciation to the management or authorities incharge.

(e) Follow up with the them after the report has been submitted.

(f) Send congratulatory or appreciation letters, if action has been taken to improve accessibility,especially if access standards have been complied with.

6. Team members shall monitor any changes or action taken by the management or relevant authorities,as well as review action required from time to time.

Use of Reports

The reports on survey outcomes are an important source of information for encouraging accessimprovement. The records may be used for:

1. Comparative purposes in updating information on the changing access requirements of disabledpeople from time to time.

2. Reviewing the applicability of existing dimensions as a basis for proposing amendments.

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Share findings and observations with the whole team

Follow up with the authorities after the report has been submitted

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Module 8Chapter 1

Access Survey/Audit Checklist

General

Name of the building..................................................................................................................................

Address.....................................................................................................................................................

Date of Survey...........................................................................................................................................

Name of Surveyor......................................................................................................................................

A. EXTERNAL ENVIRONMENT

1. PARKING Yes No Remarks

! Is there any accessible parking for PwDs?

! Is the no. of accessible parking enough?

! Is the accessible parking within 30 metres of the entrance?

! Is the international symbol of access, imprinted on theparking ground?

! Is there a vertical, visible signboard indicating that the lot isfor use by a disabled driver only?

! Do curb ramps connect accessible parking spaces withthe side curbs?

! Are there pre-cast wheel stoppers or bollards to separatepathway from the parking?

! Is the size of the parking 3600 mm x 4800 mm?

! Is the drop off area marked by signage and curb ramp?

! Does the drop off area have warning signs forvision-impaired people?

2. TAXI STAND Yes No Remarks

! Is there a taxi stand near the building?

! If there is a curb at the taxi stand, then is there a curbramp leading to the pathway?

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3. PATHWAYS Yes No Remarks

! Is the pathway clear of all obstructions?! Is the pathway clear of steps and stairs?! Are there tactile guiding blocks, installed along the line of travel?! Are there warning blocks around any obstruction?! Is the path at least 900 mm wide?! Is the surface level, smooth and non-slippery?! Does the pathway have a different colour and texture

than the adjacent surface?! Are all manholes places outside the pedestrian path of travel?! Are the grating openings narrow, not more than 12 mm?! Are the gratings perpendicular to the direction/path of travel?! Is there an edge protection along the pathway, 13 mm ? 4. CURB CUTS Yes No Remarks! Are curb ramps provided at all level differences, between

the road surface and pathway level:(a) Pedestrian crossings?(b) Accessible parking space?(c) Building entrances?

! Are curb ramps located at each corner of street intersections?! Is every curb ramp faced by another curb ramp on the

opposite side of the street?! Is the slope of the curb ramp no less than 1:12? 5. PEDESTRIAN CROSSINGS Yes No Remarks! Is the road surface even and slip resistant at

pedestrian crossings?! Are pedestrian traffic lights installed?! Do traffic lights have both audible and visual signals?! Do traffic islands (zebra crossings) have street-level

pathways cut through them with a minimum width of 1500 mm? 6. GENERAL OBSTRUCTIONS Yes No Remarks! Are there any protruding objects within the path of travel, not

detectable by a vision-impaired person with white cane?! Are the protruding objects, marked with tactile warning at

least 60 mm beyond the projection area of the obstruction?! Are all overhanging obstructions with the path of travel

marked with contrasting colour?

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Module 8Chapter 1

Access Survey/Audit Checklist

General

Name of the building..................................................................................................................................

Address.....................................................................................................................................................

Date of Survey...........................................................................................................................................

Name of Surveyor......................................................................................................................................

A. EXTERNAL ENVIRONMENT

1. PARKING Yes No Remarks

! Is there any accessible parking for PwDs?

! Is the no. of accessible parking enough?

! Is the accessible parking within 30 metres of the entrance?

! Is the international symbol of access, imprinted on theparking ground?

! Is there a vertical, visible signboard indicating that the lot isfor use by a disabled driver only?

! Do curb ramps connect accessible parking spaces withthe side curbs?

! Are there pre-cast wheel stoppers or bollards to separatepathway from the parking?

! Is the size of the parking 3600 mm x 4800 mm?

! Is the drop off area marked by signage and curb ramp?

! Does the drop off area have warning signs forvision-impaired people?

2. TAXI STAND Yes No Remarks

! Is there a taxi stand near the building?

! If there is a curb at the taxi stand, then is there a curbramp leading to the pathway?

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3. PATHWAYS Yes No Remarks

! Is the pathway clear of all obstructions?! Is the pathway clear of steps and stairs?! Are there tactile guiding blocks, installed along the line of travel?! Are there warning blocks around any obstruction?! Is the path at least 900 mm wide?! Is the surface level, smooth and non-slippery?! Does the pathway have a different colour and texture

than the adjacent surface?! Are all manholes places outside the pedestrian path of travel?! Are the grating openings narrow, not more than 12 mm?! Are the gratings perpendicular to the direction/path of travel?! Is there an edge protection along the pathway, 13 mm ? 4. CURB CUTS Yes No Remarks! Are curb ramps provided at all level differences, between

the road surface and pathway level:(a) Pedestrian crossings?(b) Accessible parking space?(c) Building entrances?

! Are curb ramps located at each corner of street intersections?! Is every curb ramp faced by another curb ramp on the

opposite side of the street?! Is the slope of the curb ramp no less than 1:12? 5. PEDESTRIAN CROSSINGS Yes No Remarks! Is the road surface even and slip resistant at

pedestrian crossings?! Are pedestrian traffic lights installed?! Do traffic lights have both audible and visual signals?! Do traffic islands (zebra crossings) have street-level

pathways cut through them with a minimum width of 1500 mm? 6. GENERAL OBSTRUCTIONS Yes No Remarks! Are there any protruding objects within the path of travel, not

detectable by a vision-impaired person with white cane?! Are the protruding objects, marked with tactile warning at

least 60 mm beyond the projection area of the obstruction?! Are all overhanging obstructions with the path of travel

marked with contrasting colour?

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Name of the building...................................................................................................................................

Address.....................................................................................................................................................

Date of Survey...........................................................................................................................................

Name of Surveyor......................................................................................................................................

B. EXTERNAL ENVIRONMENT

1. MAIN ENTRANCE Yes No Remarks

! Is the main entrance of the building accessible?

! Are there any steps at the entrance?

! Do the steps have a handrail?

! Are there handrails on both the sides?

! Is there a ramp?

! Does the ramp have a railing?

! Are there handrails on both the sides?

! Is the clear door width at least 900 mm?

! Can the entrance door be operated independently?

! Is the height of the door handle between 900 mm and 1100 mm?

! Does the accessible entrance permit access to an elevator?

! Is the accessible entrance clearly identifiable?

! Is the landing surface non-slippery? 2. DOORS Yes No Remarks! Are there any automatic doors at the entrance?

! Can the doors be operated without much effort?

! Do automatic doors have sufficient long opening intervals?

! Are push buttons for automatic doors located at a maximumheight of 1200 mm?

! Is there sufficient space beside the latch side of thedoors (400-450 mm)?

! Are accessible doors placed adjacent to the revolvingdoors and turnstiles?

! Are glazed doors marked with a colour band at eye level?! For double leaf doors, is the width of one of the leaves

at least 900 mm?

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! Do doors fitted with spring closers have an extra pull handle?

! Is manual door accessories/hardware (handles, locks, pull, etc.)located no higher than 1200 mm -1300 mm?

! Are doormats flush with the floor surface and secured to thefloor at all edges?

! Is the threshold, no more than 200 mm high and bevelled?

3. CORRIDORS Yes No Remarks

! Is the minimum unobstructed width of corridors at least 900 mm?

! Does the corridor width allow manoeuvring through doorslocated along its length?

! Are differences in level, bridged with by ramps or lifts?

! Can a sightless person with a cane detect all protrudingobjects within the corridor?

! Are all over hanging obstructions mounted above a minimumheight of 2000 mm?

! Can a person with low vision, identify all obstaclesin the corridor?

4. ELEVATORS/LIFTS Yes No Remarks

! Is there an accessible path leading to the elevator?

! Is the clear door opening width 900 mm or more?

! Are the minimum internal dimensions of the elevator1400 mm x 1400 mm?

! Is the height of the call button (outside the lift) between900 mm and1200 mm, from the floor level?

! Is the control panel placed at a height between900 mm and 1200 mm from the floor level?

! Is there an audio and video system installed in the lift indicatingarrival at a floor?

! Are there Braille/raised numbers on the control panel?

! Is the elevator provided with a handrail on the three sides

! Are the handrails mounted at a height between800 mm and 900 mm?

! Is the elevator door easy to identify?! Is the emergency intercom provided inside the elevator?

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! Are there tactile or Braille instructions for thecommunication system?

! Is the emergency intercom usable without the voicecommunication?

! Is the door opening/closing interval long enough?

! Is the finish of the elevator floor skid-resistant?

5. STEPS/STAIRS Yes No Remarks

! State the location of the steps?

! Is the minimum width of the stairs 900 mm?

! Are there continuous handrails, on both sides, at a heightbetween 800 mm and 900 mm?

! Is the handrail installed in the center of the stair width ismore than 3000 mm?

! Is there a landing located after the stairs, cover a leveldifference of more than 2500 mm?

! Is the landing length not less than 1200 mm?

! Do the stairs have a nosing?

! Are the step edges of a different colour or texture easilyidentifiable by low-vision and vision impaired persons?

! Are there warning blocks installed at the beginningand end of all flights?

! Is the location of emergency (fire escape) stairsclearly identifiable?

! Does the height of the tread is 250 mm and risers 300 mm?

! Do treads have a non-slip surface?

! Are the risers having open gaps in the steps?

6. RAMPS Yes No Remarks

! Is there a ramp next to the stairs?

! Is the location of the ramp clearly identifiable?

! Is the ramp gradient no steeper than 1:12?

! Is there a landing of at least 1200 mm of length,at 10,000 mm intervals?

! Is there a landing at every change in direction?

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! Is there a landing at the top and bottom of every ramp?

! Is the minimum width of the ramp 900 mm?

! Are there continuous handrails, on both sides, at a heightbetween 800 mm and 900 mm?

! Is the surface of the ramp non-slip?

! Is there an edge protection on both sides of the ramp?

7. HANDRAILS Yes No Remarks

! Are handrails mounted at a height between 800 mm and 900 mm?

! Are handrails easy to grip?

! Are handrails securely attached?

! Do handrails extend horizontally between 300 mm and 450 mm at the top and bottom of every staircase or ramp?

! Are the ending of the handrails grouted in the ground orturn downward?

! Is the space between the handrails and the wall no lessthan 40 mm for smooth walls and 60 mm for rough walls?

! Are the handrails painted in contrast coloursto be easily identifiable?

! Are there tactile strip identifications on the handrails foremergency stairs & floor levels?

8. TOILETS Yes No Remarks

! Are there separate toilets for PwDs?

! Are the toilets easily identifiable?

! Is there sufficient space inside the toilets tomanoeuvre a wheelchair?

! Do individual washrooms have clear dimensions betweenopposite walls, of not less than 1750 mm?

! Are water closets (WC) and bidets mounted at aheight between 490 mm and 500 mm?

! Is the space between the WC and the closest adjacent wall,fitted with a grab bar is between 450 mm and 500 mm?

! Is the accessible washbasin mounted at a heightbetween 800 mm and 850 mm?

! Is the lower edge of the mirror positioned at aheight not exceeding 1000 mm?

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! Are the accessible showers provided with a folding seat?

! Are all the grab bars installed near WC and showers at aheight between 850 mm and 900 mm?

! Do grab bars have a diameter of 40 mm?

! Do wall mounted grab bars have knuckle space 40 mm?

! Are grab bars non-slippery?

! Can the grab bars withstand the load?

! Are faucets easy to grip and operate with one hand?

! Are shower fixtures with at least 1500 mm long hoses?

! Are hot water pipes insulated or covered?

! Is the toilet equipped with an emergency alarm system?

! Can doors be locked from inside and releasable from outsideunder emergency situations?

! Are flushing arrangements, dispensers and toilet papermounted between 500 mm and 1200 mm?

! Are flushing equipments easy to operate?

! Is the floor material skid proof, well drained and waterproof?

! Do pivoted doors open outwards? 9. EATING OUT LETS Yes No Remarks

! Is the eating outlet accessible to PwDs?

! Is there a circulation path of at least 900 mm wide to allow awheelchair user to move around the eating outlet?

! Are the cash and service counter height below 850 mm?

! Is the table accessible with a height of 750 mm to 850 mm andknee space of 750 mm wide and 480 mm deep?

! Do the table with fixed stools have accessiblespaces for wheelchairs?

10. PUBLIC TELEPHONES Yes No Remarks! Are there public telephones accessible to wheel chair users?

! Is there at least one telephone in the building equippedwith a loop induction unit?

! Are the numerals on the telephone raised to allowidentification by touch?

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! Is there proper signage directing to the public telephone?

! Are the heights of the operable parts of the telephone between800 mm and 1200 mm?

! Is there a clear knee space of more than 750 mm?

11. RESTING FACILITIES Yes No Remarks

! Where there are large spaces are resting facilities providedbetween 100 metres and 200 metres?

! Is there an adjoining space for a wheelchair next to benchesand public seats?

! Are public seats with a height of 750 mm to 850 mm and kneespace of 750 mm wide and 480 mm deep?

! Are the tops of the table between 750 mm and 900 mm height?

! Are knee spaces at accessible tables with a height of 750 mmand knee space of 750 mm wide and 480 mm deep?

12. RECEPTION & INFORMATION COUNTERS Yes No Remarks

! Are the counters easily identifiable?

! Is the counter between 750 mm and 900 mm height?

! Is a part of the counter lowered to accessible height?

! Is a loop induction unit installed at the counter?

! Are there tactile pictographic maps of thebuilding near the counter?

! Is the counter well illuminated?

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Chapter 2

Community Accessibility Check List

The following checklist covers six specific target areas:(a) General access to municipal areas.(b) Transportation.(c) Housing.(d) Employment.(e) Recreation.(f) Education.

By answering “yes” or “no” to the questions listed for each target area, current levels of accessibility canbe gauged.

Use of the checklist can help in the:

(a) Identification of barriers which need to be removed;

(b) Provision of a record of improvements; and

(c) Development, by users, of strategies based on current assessment of access in theircommunity.

The checklist does more than identify physical barriers. It provides users with a tool for measuring theaccessibility of services and facilities such as those relating to employment, housing, recreation and education,in their local area.

Individuals and organizations can use the checklist for periodic assessment of their community’s positionon access and integration of citizens with disabilities and senior citizens.

A. GENERAL ACCESS TO MUNICIPAL AREAS

1. Decision-making process Yes No(a) Do persons with disabilities participate in the municipal decision-making process?

(b) Has your community adopted policies, which ensure that municipalfacilities and services are accessible to persons with disabilities?

(c) Has a Municipal Advisory Committee on Accessibility, including memberswith disabilities, been established?

(d) If so, has the Committee developed a plan to improve accessibility based onneeds identified by persons with disabilities?

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(e) Have goals and dates been established so that progress can be measured?

(f) Have resources been made available to improve accessibility?

(g) Are all members of the community aware of these goals?

(h) Have your municipal authorities passed laws and regulations to ensurethat all new buildings are accessible?

2. Municipl athority action on access Yes No(a) Has your municipal authority set an example for the community by providing

physical access for everyone to all public buildings and facilities?

(b) Has your municipal authority initiated training to widen staff understandingof issues concerning persons with disabilities and elderly persons?

(c) Have building code specifications concerning access been fulfilled?

(d) Is there a surveillance system in operation for the identification ofbarriers to accessibility?

(e) Is there an action plan and budget provided by your municipalauthority to remove identified barriers?

3. Public facilities in the municipality Yes No

(a) Are the following municipal buildings barrier-free?Courts of LawPolice stationsPost OfficesSocial service buildingsHealth care clinics/centersHospitalsLibraries

(b) Is there a choice of barrier-free banks, finance companies and financialinstitutions in the area?

(c) Are stores, shops, supermarkets, markets and shopping malls barrier-free?(d) Can persons using wheelchairs access public telephones?(e) Are public telephones amplified for persons with hearing impairments?(f) Can wheelchair users access most automatic teller machines/cash points?(g) Can persons with disabilities and elderly persons use ramps in the community

without the assistance of helpers?

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(h) Are there enough public information systems and auditory signals forpeople with visual impairments and elderly persons to move around safely andindependently in the community?

(i) Are there enough public information systems and visual signals forhearing-impaired persons and elderly persons to move around safelyand independently in the community?

(j) Are public signs large and clear in the community?

4. Access for pedestrians with disabilities Yes No

(a) Can wheelchair users and other pedestrians with disabilities easily use pavements?

(b) Are there audible traffic signals installed at pedestrian crossings for the safetyof people with visual impairments?

(c) Can persons who use wheelchairs use footpaths and pavements easily and safely?

(d) Have dropped kerbs been installed at road intersections?

(e) Are those dropped kerbs practical and safe for blind persons as well aswheelchair users?

5. Reserved parking space for persons with disabilities Yes No

(a) Are there sufficient parking spaces designated for vehicles driven byor carrying persons with disabilities?

(b) Are there laws and regulations, which ensure the provision of ampleparking space?

6. Municipal support for organizations Yes No

(a) Are there sufficient funds for organizations that represent persons with disabilities?

(b) Are services such as meeting rooms and photocopying facilities made available?

B. TRANSPORTATION

1. Decision-making process Yes No

(a) Is there a Transport Advisory Committee that includes members with disabilities?

(b) Does the Committee recommend policies based on needs identified bypersons with disabilities?

(c) Does the Committee report to the local government or its equivalent?

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2. Regular transportation system Yes No

(a) Are there adequate assistive features to increase access on buses and in taxis?

(b) Are the following transportation services barrier-free and accessibleto persons with disabilities?

Mini-buses/vans

Underground trains

Over ground trains

Trams

Trains (inter-city)

Trains (inter-state)

Boats

Ferries

Ships

Airplanes (domestic)

(c) Are the following locations barrier-free?

Bus stops

Underground/overground train stations

Seaports

Airports

(d) Is there any disability awareness training for drivers and conductorson the public transport system?

3. Parallel transportation system: a separate service Yes Nofor persons with disabilities

(a) Is there a parallel transport system for passengers with disabilities?

(b) Do the service areas and the hours of operation ensure adequate service?

(c) Are there sufficient vehicles, full-time/part-time drivers, and otherstaff for the system?

(d) Is the structure of the system satisfactory to those who use it?

(e) Are the user eligibility criteria fair and equal?

(f) Are there priority requests and advance booking policies?

(g) Is there disability awareness training for drivers within the system?

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4. Taxis Yes No

(a) Are barrier-free taxis available in the community?

(b) Are there licensing regulations, which ensure the provision of accessible taxis?

5. Transportation information Yes No

(a) Is information available and accessible to persons with disabilitiesand elderly persons?

C. HOUSING

1. Decision-making process Yes No

(a) Is there a Housing Advisory Committee that includes members with disabilities?(b) Does this Committee recommend policies based on needs identified

by the community?(c) Does the Committee report to local government authorities?(d) Are there laws and regulations that ensure access to new government

and shared housing?(e) Are there laws and regulations that ensure access to new private

and shared housing?(f) Are there laws and regulations ensuring the modification of existing housing?(g) Are there laws and regulations ensuring barrier-free private housing projects?(h) Do local hotels, motels boarding houses and guest houses have

barrier-free units for guests with disabilities?

2. Steps taken to ensure the adequate provision of housing Yes No

(a) Are accessible homes, apartments, flats, shared units and boarding houses

available for persons with disabilities?(b) Are barrier-free rehabilitation services, halfway houses and shelter homes

available for persons with disabilities?(c) Does the municipality provide incentives to developers to meet building

accessibility standards?(d) Is funding support for access refurbishment available?(e) Is information regarding this funding easily available to persons

with disabilities and elderly persons?(f) Is barrier-free design information readily available?

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3. Community support Yes No

(a) Is there a housing referral system to assist persons with disabilitiesand elderly persons?

(b) Are there sufficient barrier-free houses on the market?(c) Does the community support accessible housing through the provision of

services such as cleaning maintenance?

D. EMPLOYMENT

1. Municipal employment equity programmes Yes No

(a) Is there a municipal employment equity programme in place?(b) Is there an employment equity coordinator?(c) Is information freely available on employment opportunities?(d) Is reasonable accommodation (services and physical adaptations) provided

in places of employment of persons with disabilities?(e) Is there disability awareness training for employees and employers?

2. Private sector employment equity programmes Yes No(a) Do local businesses have employment openings for persons with disabilities?(b) Is sufficient information on employment opportunities freely available?(c) Are there opportunities for employment in the private sector and in a

variety of locations for persons with disabilities?(d) Is there disability awareness training for private sector employees and employers?

3. Municipal incentives for the private sector Yes No

(a) Do local authorities provide incentives to employers to encourageemployment equity?

(b) Are support and funding available for persons with disabilities tostart and to operate their own businesses?

4. Community support for integrated employment Yes No

(a) Does community spirit prevail among private and public organizations toencourage the opening of employment opportunities for persons with disabilities?

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5. Community job training and placement programmes Yes No

(a) Are community job training and placement programmes available forand accessible by persons with disabilities?

(b) Is there adequate communication between local government officials andorganizations that represent persons with disabilities and senior citizens?

(c) Is there disability awareness training for staff involved in placement programmes?

(d) Do partnerships between educational institutions and local authorities exist?

E. RECREATION

1. Decision-making process Yes No

(a) Is there a Recreation Advisory Committee that includes members withdisabilities and elderly persons?

(b) Does this Committee recommend policies based on requirementsidentified by persons with disabilities?

(c) Does this Committee report to the local government or its equivalent?

2. Services Yes No

(a) Are persons with disabilities integrated into community sportsand recreation programmes?

(b) Are specialized sports and recreational programmes for personswith disabilities freely available?

(c) Are there Special Needs Coordinators in sports and recreation centres?

(d) Is information on sports and recreation facilities available and accessible?

(e) Are there any volunteer support groups who assist persons with disabilitiesto take part in integrated recreational activities?

(f) Is there disability awareness training for staff in sports and recreational centres?

3. Privately-owned facilities Yes No

(a) Are theatres, cinemas and entertainment centres available?

(b) Are private sports facilities accessible for persons with disabilities?

(c) Do local authorities encourage the owners of private recreation centres tomake their facilities barrier-free?

(d) Do non-profit making organizations offer community recreation programmesthat can accommodate persons with disabilities and elderly persons?

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(e) Are the following locations barrier-free for persons with disabilities andelderly persons in the community?

Sports stadiums

Recreation/amusement centres

Camping grounds

Restaurants/cafeterias/canteens/food halls

Social clubs

Cultural and religious buildings

Public parks and gardens

F. EDUCATION

1. Decision-making process Yes No

(a) Is there an Education Advisory Committee that includes memberswith disabilities and elderly persons?

(b) Does this Committee recommend policies based on needs identifiedby the community?

(c) Does this Committee report to the local government or the school board?

2. Accessible schools Yes No

(a) Are all schools in the community accessible for students and/orstaff with disabilities?

(b) Are there any regulations to ensure the accessibility of new schools?

(c) Is there an accessibility plan and budget for modification of existing schools?

(d) Are all secondary education buildings barrier-free?

(e) Are all tertiary education facilities barrier-free?

(f) Are all facilities, such as gymnasiums and science laboratories, inside localschools barrier-free?

(g) Are there barrier-free toilets on each floor in all schools in the locality?

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3. Study options Yes No

(a) Are students with disabilities placed in classrooms with non-disabled students?

(b) Is there a policy covering integration of all students?

(c) Is there a means whereby parents can contribute to the decision-making processon issues concerning students with disabilities?

(d) Is educational support provided for persons with disabilities?

(e) Are students with disabilities able to participate in the classes of their choice?

(f) Are students with disabilities able to participate in all or mostextra-curricular activities?

(g) Does the student council or union address issues concerning personswith disabilities?

4. Community commitment to appropriate policies, programmes, Yes Noservices and support

(a) Is adequate accessible transportation for disabled students or staff available?

(b) Are there positions available for special education staff?(c) Is there in-service training for regular teachers to meet special learning needs?(d) Is there teacher and student disability awareness training?(e) Are there any persons with disabilities on the school board?(f) If not, has someone been designated to represent persons with disabilities?

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Module 9

Chapter 1

Illustrative Training Materials “Training of Trainers”

The illustrative training materials in this chapter are excerpted from the documentation on The Workshopto Train People as Trainers for the Promotion of Non-Handicapping Environments which was held at BangkokThailand, 2002 & 2004.

The chapter also incorporate the lessons learned from the “Training of Trainers Workshops on Promotionof Barrier Free Environment” held at Bangalore & Chennai and series of Access Sensitization Workshops heldat Ahmedabad, Bhuj, Baroda, Gawalior and Delhi, India 2003.

“TRAINING OF TRAINERS”

Basis for action: why it is important for people to have training skills?

! To deliver effective training for access promotion.

! To increase the number of trainers who can make strategic contributions to empower people toaddress issues concerning the right of access to facilities and services.

! To become active promoters of the participation of people with disabilities in mainstream society.

Module Coverage

! The trainer as facilitator- basic facilitation skills.! Improving basic communication skills for the role of trainer–listening, attending, abstracting,

evaluating, responding, feedback.! Assessing training needs in individuals and in groups.! Visualizing, arranging and coordinating a training programme.! Evaluating training.

Methodology

1. ScheduleDuration of three/five days is visualized for the module, with six half-day sub-modules and two overnight

assignments.2. Methods

There are four main types of training methods:(a) Group experience sharing/pooling.

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(b) Experiential exercises.

(c) Case studies.

(d) Lectures combined with power point presentations and discussions.

What are the qualities of a good trainer?

Characteristics

A good trainer has the following characteristics:

! Good knowledge of training.

! Treats everyone equally.

! Self confidence and confidence in the trainees.

! Commitment (to social justice and empowerment of marginalized groups in the developmentprocess).

! Open mindness.

! Interest.

! Equality.

! Self-discipline.

! Empathy.

! Simplicity.

! Cheerfulness.

! Creativity.

Skills

The skill-set of a good trainer includes skills in the following:

1. Training.

2. Mobilization and skills in inspiring.

3. Group management.

4. Self-control in conflict situation.

5. Listening and other observation skills.

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6. Innovation.

7. Verbal and non-verbal communication.

8. Skill, in eliciting information for monitoring and evaluating and documentation.

Training methods

1. Lecture:- Useful for enabling people to learn a new subject such as type of disabilities and theiraccess needs. Ensuring discussion is one way of making a lecture interesting, so that it does notbecome a monologue.

2. Role-play:- This is a useful method when there is a need to illustrate issue-specific situations.This serve as a good discussion starter. It helps in learning by particularizing situations and roles.

3. Group discussion:- It is a useful method to get everyone to participate.

4. Case study:- This method conveys information about a real incident. It is useful as a method ofpersuading people about something that they may think is not possible.

5. Printed matter: -By giving handouts on the information, to be conveyed, the participants neednot bother to take notes, and can concentrate on the training completely.

6. Mock exercises: -Imitation and simulation are mock exercises.

7. Videos and slides:- These are effective audio-visual ways of presenting information in training.

8. Demonstration:- We show something by doing. People generally remember more easily whathave seen, done and experienced.

9. Debate:- Use debate to find solutions for a controversial issue for example “Men are lazier thanwomen”. One person has to moderate to ensure it does not lead to a fight or personal animosity.

10. Quiz:- This training method uses a competitive game approach to facilitate learning. It should befollowed by group discussion to clarify and reinforce the main points to be conveyed to ensurethat everyone has a common understanding of what is intended.

11. If there are deaf participants, the trainer must have a session with the sign language interpreter, soas to ensure that the interpreters correct understanding of what is to be conveyed.

Physical requirements

1. Sitting arrangement:- In the form of a small circle is most effective in promoting rapport and amore relaxed and informal mood. It also draws participation from members. In case it is notpossible to arrange seating in a small circle, the next best is to seat people in a horseshoearrangement.

The different needs of various cross-disability groups should be taken into consideration so thatthey can move about easily and feel comfortable in their surroundings.

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2. Some points on working with deaf people:- Below are some insight shared by deaf people

(a) Have a positive attitude towards deaf people–how technically competent we are in signing is lessimportant than our attitude.

(b) Be a friend of deaf people.

(c) Socializing and interactions are important for building relationships with deaf people.

(d) Maintain eye contact when signing with all members of a deaf audience, not just with one deafperson.

(e) Be pleasant, smile and use facial expressions.

(f) When speaking through an interpreter, look at the deaf person and not at the interpreter.

3. Tea breaks and meals:-In making tea break and meal arrangements, take into consideration the needsof wheelchair users and blind people. If it is a buffet style meal, then there should be people to serve theblind persons and wheelchair users, especially if the food is not within their reach. Servers must informthe blind persons what kind of food is available and ask if they want it before scooping the food ontotheir plates.

Sighted persons sitting at the same table should orient their blind peers to the exact position of their foodand drinks using the ‘clock’ method, for example, 12 o’clock means the item referred to is directly infront of the blind person. In organizing meals and snacks, bear in mind the religious and special mealrequirements of the participants and resource persons.

4. During training:-Prepare materials bearing in mind the level of the participants and the terms that theycan understand more easily. In a multi-cultural and multi-lingual scenario that uses sign and other languageinterpreters, simple words and short sentences facilitate interpretation.

Use attractive, well labeled and colorful material, for example, charts, drawings and diagrams. Visualcues are especially important for deaf participants. For blind participants, provide a good verbal descriptionof the charts, drawings and diagrams.

When requesting blind persons to come forward towards us, switch off the microphones first, beforemaking the request. Otherwise the voice from the speakers may mislead them.

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Orientation on course- including aims and objectives. 9.30 am-10.00 amIntroduction of participants & personal experiences, perceptions and terminology.What is access?Understanding Diverse 10.00 am-10.30 amAccess needs– Physically Impaired– Vision Impaired– Hearing ImpairedBreak 10.30 am-10.45 am

Disability awareness: Simulation exercise (indoor & outdoor environments) 10.45 am-12.00 noon

Simulation Feedback (sharing of experiences). 12.00 noon-Discussion on the suitability of the environment for People with Disabilities 12.30 pm(sensory, physical and cognitive) and elderly.

Anthropometrics 12.pm-1.00 pm

Break 1.00 pm-2.00 pm

External & Internal Environment – Design Considerations 2.00 pm-2.30 pm

Function of access features: 2.30 pm-3.30 pmWhy certain access features are needed?

Interaction Session 3.30 pm-4.00 pm

Break 4.00 pm-4.15 pm

Presentation of guidelines on how to conduct an access audit. 4.15 pm-5.00 pm

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Two–day Module

First Day

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TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Two–day ModuleSecond Day

Departure for Location 9.30 am-10.00 amField visit and Access Audit 10.00 am-12.00 pm

Report making by participants 12.00 noon-1.00 pm

Break 1.00 pm-2.00 pm

Report presentation. Comprehensive solution with illustrations. 2.00 pm-3.00 pm

Case Study of a built environment. 3.00 pm-3.25 pm

Barrier-Free Tourism. 3.25 pm-4.00 pmA Case study

Break 4.00 pm-4.15 pm

Accessible Transportation in India. 4.00 pm-4.30 pmA case study of Delhi Metro Rail Corporation (DMRC)

Plan of action 4.30 pm-4.50 pm

Valedictory Session 4.50 pm-5.00 pm

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Orientation on course aims and objectives. 9.30 am-10.00 am

Introduction of participants & personal experiences, 10.00 am-10.30 amperceptions and terminology.

Access legislation: Usage and limitation with reference to 10.30 am-10.45 amPWD Act, 1995 and Building Bylaws

Break 10.45 am-11.00 am

Understanding Diverse Access needs 11.00 am-11.45 am– Physically Impaired & Cognitive– Vision Impaired– Hearing Impaired

Disability awareness: Simulation exercise (indoor, outdoor and 11.45 am-1.00 pmtransport environments)BriefingSimulation Exercise

Break 1.00 pm-2.00 pm

Simulation Feedback (sharing of experiences) 2.00 pm-3.30 pm

Break 3.30 pm-3.45 pm

Function of access features: 3.45 pm-5.00 pmWhy certain features are needed?

TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Three–day ModuleFirst Day

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TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Three–day ModuleSecond Day

Internal & External Environment and Barriers and Design Considerations 9.30 am-10.45 am

Break 10.45 am-11.00 pm

Case study of VSO 11.00 am- 11.30 pm

Promotion of Barrier-Free Tourism in India 11.30 pm-12.15 pmCase study of Dilli Haat & Garden of Five SensesAccessible Public Transport- Case Study of DTC & HCBS (Delhi) 12.15 pm-1.00 pm

Break 1.00 pm-2.00 pm

Anthropometrics 2.00 pm-2.45 pm

Minimum Design Considerations. 2.45 pm-3.45 pm

Break 3.45 pm- 4.00 pm

Presentation of guidelines on how to conduct an Access Audit. 4.00 pm-5.00 pm

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Field visit and Access Audit 9.30 am-1.00 pm(The selected site may include a tourist destination shopping (Departure for the fieldcenter/ University/ Government Office/Railway Station/ visit at 9.00 am. Bus Terminus, etc.). Access Audit from

9.30 am-1.00 pm.Departure for theconference venueat 1.00 pm)

Break 1.30 pm-2.30 pm

Report making by participants 2.30 pm-3.30 pm

Break 3.30 pm-3.45 pm

Report presentation comprehensive solution with illustrations. 3.45 pm-4.45 pm(OHP, Power point presentation or any other means)

Valedictory 4.45 pm-5.00 pm

TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Three–day ModuleThird Day

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TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Five–day ModuleFirst Day

Orientation on course aims and objectives. 9.30 am-10.00 am

Introduction of participants & personal experiences, 10.00 am-10.30 amperceptions and terminology.Access legislation: Usage and limitation with reference to 10.30 am-11.00 amPWD Act, 1995 & Building BylawsBreak 11.00 am-11.15 am

Understanding Diverse Access needs 11.15 am-12.00 noon– Physically Impaired & Cognitive– Vision Impaired– Hearing Impaired

Disability Awareness: Simulation Exercise 12.00 noon-1.00 pmBriefing: how to use assistive devices.

Break 1.00 pm-2.00 pm

Disability awareness: Simulation exercise 2.00 pm-4.00 pm(Indoor, outdoor and transport environments)

Break 4.00 pm-4.15 pm

Simulation Feedback (sharing of experiences). 4.15 pm-5.00 pmDiscussion on the suitability of the environment for People withDisabilities (sensory, physical and cognitive) and elderly.

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Preliminary field visit objective and briefing 9.30 am-10.00 am

Field visit 10.00 am-1.00 pm(School/ NGO/ Government Office, etc.)

Break 1.00 pm-2.00 pm

Feedback session on the field visit 2.00 pm-3.30 pm

Break 3.30 pm-3.45 pm

Anthropometrics 3.45 pm-5.00 pm(Barrier and Free Environment and Universal Design)

TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Five–day ModuleSecond Day

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TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Five–day ModuleThird Day

Internal Environment-Design Considerations 9.30 am-10.45 am

Break 10.45 am-11.00 am

A Case Study 11.00 am-11.45 pm

Functions of access features: 11.45 am-1.00 pmWhy certain access features are needed?

Break 1.00 pm-2.00 pm

External Environment–Design Considerations 2.00 pm-2.45 pm

A Case Study 2.45 pm-3.15 pm

Minimum Design Considerations 3.15 pm-4.00 pm

Break 4.00 pm-4.15 pm

Project formulation (Team-work): 4.15 pm-5.00 pm

Presentation of guidelines on how to conduct an access audit.

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TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Five–day ModuleFourth Day

Undertake a full access survey of a pre-selected site. 9.30 am-1.00 pmField visit.(The selected sites may include a Tourist destination/Bus Terminus/Railway Station / Shopping center, etc.).

Break 1.00 pm-2.00 pm

Propose a comprehensive solution with illustrations: 2.00 pm-4.00 pmreport compilation by the participants.

Break 4.00 pm-4.15 pm

Report presentation. 4.15 pm-5.00 pm(The participants wil participate in the evaluation process and willevaluate and assess each other’s work).

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TRAINING OF TRAINERS WORKSHOP FOR PROMOTION OFBARRIER FREE ENVIRONMENT

Five–day ModuleFifth–Day

Promotion of Barrier Free Tourism 9.30 am-10.30 am

Case Study of a tourism site 10.30 am-11.00 am(Local Initiative if any)

Break 11.00 am-11.15 am

Accessible Public Transport-Case Study 11.15 am-12.00 noon

Accessible public transport facility and services: 12.00 noon-1.00 pmParticipation of user groups in the formulation of policies and theimplementation of plans in public transportation.

Break 1.00 pm-2.00 pm

Plan of Action 2.00 pm-3.45 pmSummary of the experiences and knowledge that the participants can takeback with them (technical knowledge, confidence and advocacy skills tobring about change).

Break 3.45 pm-4.00 pm

Valedictory and Certificate Presentation 4.00 pm-5.00 pm

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Module 10Chapter 1

The Persons with Disabilities (Equal Opportunities, Protection of Rightsand Full Participation) Act, 1995

Preliminary

1. This Act may be called the Persons with Disabilities (Equal Opportunities, Protection of Rights and FullParticipation) Act, 1995.

It extends to the whole of India except the State of Jammu and Kashmir.

It shall come into force on such date as the Central Government may, by notification, appoint.

2. In this Act, unless the context otherwise requires,

“appropriate Government” means, in relation to the Central Government or any establishment wholly orsubstantially financed by that Government, or a Cantonment Board constituted under the CantonmentAct, 1924, the Central Government; in relation to a State Government or any establishment wholly orsubstantially financed by that Government, or any local authority, other than a Cantonment Board, theState Government; in respect of the Central Coordination Committee and the Central ExecutiveCommittee, the Central Government; in respect of the State Coordination Committee and the StateExecutive Committee, the State Government;

“blindness” refers to a condition where a person suffers from any of the following conditions, namely:-total absence of sight; or visual acuity not exceeding 6/60 or 20/200 (snellen) in the better eye withcorrecting lenses; or limitation of the field of vision subtending an angle of 20 degree or worse;

“Central Coordination Committee” means the Central Coordination Committee constituted under sub-section (1) of section 3; “Central Executive Committee” means the Central Coordination Committeeconstituted under sub-section (1) of section 9; “cerebral palsy” means a group of non-progressiveconditions of a person characterized by abnormal motor control posture resulting from brain insult orinjuries occurring in the pre-natal, peri-natal or infant period of development;

“Chief Commissioner” means the Chief Commissioner appointed under sub-section (1) of section 57;

“Commissioner” means the Commissioner appointed under sub-section (1) of section 60;

“competent authority” means the authority appointed under section 50;

“disability” means blindness; low vision; leprosy-cured; hearing impairment; locomotor disability; mentalretardation; mental illness;

“employer” means, in relation to a Government, the authority notified by the Head of the Department inthis behalf or where no such authority is notified, the Head of the Department; and in relation to an

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establishment, the chief executive officer of that establishment; “establishment” means a corporationestablished by or under a Central, Provincial or State Act, or an authority or a body owned or controlledor aided by the Government or a local authority or a Government company as defined in section 617 ofthe Companies Act, 1956 and includes Departments of a Government; “hearing impairment” means lossof sixty decibels or more in the better ear in the conversational range of frequencies; “institution forpersons with disabilities” means an institution for the reception, care, protection, education, training,rehabilitation or any other service of persons with disabilities; “leprosy cured person” means any personwho has been cured of leprosy but is suffering from loss of sensation in hands or feet as well as loss ofsensation and paresis in the eye and eye-lid but with no manifest deformity; manifest deformity andparesis but having sufficient mobility in their hands and feet to enable them to engage in normal economicactivity; extreme physical deformity as well as advanced age which prevents him from undertaking anygainful occupation, and the expression “leprosy cured” shall be construed accordingly; “locomotordisability” means disability of the bones, joints or muscles leading to substantial restriction of the movementof the limbs or any form of cerebral palsy; “medical authority” means any hospital or institution specifiedfor the purposes of this Act by notification by the appropriate Government; “mental illness” means anymental disorder other than mental retardation; “mental retardation” means a condition of arrested orincomplete development of mind of a person which is specially characterized by sub-normality ofintelligence; “notification” means a notification published in the Official Gazette; “person with disability”means a person suffering from not less than forty per cent of any disability as certified by a medicalauthority; “person with low vision” means a person with impairment of visual functioning even aftertreatment or standard refractive correction but who uses or is potentially capable of using vision for theplanning or execution of a task with appropriate assistive device; “prescribed” means prescribed byrules made under this Act; “rehabilitation” refers to a process aimed at enabling persons with disabilitiesto reach and maintain their optimal physical, sensory, intellectual, psychiatric or social functional levels;“Special Employment Exchange” means any office or place established and maintained by the Governmentfor the collection and furnishing of information, either by keeping of registers or otherwise, respectingpersons who seek to engage employees from amongst the persons suffering from disabilities; personswith disability who seek employment; vacancies to which person with disability seeking employmentmay be appointed; “state Coordination Committee” means the State Coordination Committee constitutedunder sub-section (1) of section 13; “state Executive Committee” means the State Executive Committeeconstituted under sub-section (1) of section 19.

The Central Coordination Committee

3. (1) The Central Government shall by notification constitute a body to be known as the CentralCoordination Committee to exercise the powers conferred on, and to perform the functions assignedto it, under this Act.

(2) The Central Coordination Committee shall consist of - the Minister in charge of the Department ofWelfare in the Central Government, Chairperson, ex officio; the Minister of State in-charge of theDepartment of Welfare in the Central Government, Vice-Chairperson, ex officio; Secretaries tothe Government of India in-charge of the Departments of Welfare, Education, Woman and Child

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Development, Expenditure, Personnel, Training and Public Grievances, Health, Rural Development,Industrial Development, Urban Affairs and Employment, Science and Technology, Legal Affairs,Public Enterprises, Members, ex officio; Chief Commissioner, Member, ex officio; Chairman RailwayBoard, Member, ex officio; Director-General of Labour, Employment and Training, Member, exofficio; Director, National Council for Educational Research and Training, Member, ex officio;three Members of Parliament, of whom two shall be elected by the House of the People and oneby the Council of States, Members; three persons to be nominated by the Central Government torepresent the interests, which in the opinion of that Government ought to be represented, Members;Directors of the–National Institute for the Visually Handicapped, Dehradun; National Institute forthe Mentally Handicapped, Secundrabad; National Institute for the Orthopaedically Handicapped,Calcutta; Ali Yavar Jung National Institute for the Hearing Handicapped, Mumbai, Members, exofficio; four Members to be nominated by the Central Government by rotation to represent theStates and the Union territories in such manner as may be prescribed by the Central Government:Provided that no appointment under this clause shall be made except on the recommendation of theState Government or, as the case may be, the Union territory; five persons as far as practicable,being persons with disabilities, to represent non-governmental organizations or associations whichare concerned with disabilities, to be nominated by the Central Government, one from each area ofdisability, Members: Provided that while nominating persons under this clause, the CentralGovernment shall nominate at least one woman and one person belonging to Scheduled Castes orScheduled Tribes; Joint Secretary to the Government of India in the Ministry of Welfare dealingwith the welfare of the handicapped, Member-Secretary, ex officio.

(3) The office of the Member of the Central Coordination Committee shall not disqualify its holder forbeing chosen as or for being a Member of either House of Parliament.

4. (1) Save as otherwise provided by or under this Act a Member of Central Coordination Committeenominated under clause (i) or clause (1) of sub-section (2) of section 3 shall hold office for a termof three years from the date of his nomination; Provided that such a Member shall, notwithstandingthe expiration of his term, continue to hold office until his successor enters upon his office.

(2) The term of office an ex officio Member shall come to an end as soon as he ceases to hold theoffice by virtue of which he was so nominated.

(3) The Central Government may if it thinks fit remove any Member nominated under clause (i) orclause (1) of sub-section (2) of section 3, before the expiry of his term of office after giving him areasonable opportunity of showing cause against the same.

(4) A Member nominated under clause (i) or clause (1) of sub-section (2) of section 3 may at any timeresign his office by writing under his hand addressed to the Central Government and the seat of thesaid Member shall thereupon become vacant.

(5) A casual vacancy in the Central Coordination Committee shall be filled by a fresh nomination andthe person nominated to fill the vacancy shall hold office only for the remainder of the term forwhich the Member in whose place he was so nominated.

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(6) A Member nominated under clause (i) or clause (1) of sub-section (2) of section 3 shall eligible forrenomination.

(7) Members nominated under clause (i) and clause (1) of sub-section (2) of section 3 shall receivesuch allowances as may be prescribed by the Central Government.

5. (1) No person shall be a Member of the Central Coordination Committee, who- is, or at any time hasbeen, adjudged insolvent or has suspended payment of his debts or has compounded with hiscreditors, or is of unsound mind and stands so declared by a competent court, oris or has been convicted of an offence which, in the opinion of the Central Government, involvesmoral turpitude, or is or at any time has been convicted of an offence under this Act, orhas so abused in the opinion of the Central Government his position as a Member as to render hiscontinuance in the Central Coordination Committee detrimental to the interests of the generalpublic.

(2) No order of removal shall be made by the Central Government under this section unless theMember concerned has been given a reasonable opportunity of showing cause against the same.

(3) Not withstanding anything contained in sub-section (1) or sub-section (6) of section 4, a Memberwho has been removed under this section shall not be eligible for renomination as a Member.

6. If a Member of the Central Coordination Committee becomes subject to any of the disqualificationsspecified in section 5, his seat shall become vacant.

7. The Central Coordination Committee shall meet at least once in every six months and shall observe suchrules of procedure in regard to the transaction of business at its meetings as may be prescribed by theCentral Government.

8. (1) Subject to the provisions of this Act, the function of the Central Coordination Committee shall beto serve as the national focal point on disability matters and facilitate the continuous evolution of acomprehensive policy towards solving the problems faced by persons with disabilities.

(2) In particular and without prejudice to the generality of the foregoing, the Central CoordinationCommittee may perform all or any of the following functions, namely: -

review and coordinate the activities of all the Departments of Government and other Governmentaland non-Governmental Organizations which are dealing with matters relating to persons withdisabilities; develop a national policy to address issues faced by persons with disabilities; advisethe Central Government on the formulation of policies, programmes, legislation and projects withrespect to disability; take up the cause of persons with disabilities with the concerned authoritiesand the international organizations with a view to provide for schemes and projects for the disabledin the national plans and other programmes and policies evolved by the international agencies;review in consultation with the donor agencies their funding policies from the perspective of theirimpact on persons with disabilities; take such other steps to ensure barrier free environment inPublic places, work places, public utilities, schools and other institutions; monitor and evaluate theimpact of policies and programmes designed for achieving equality and full participation of personswith disabilities; to perform such other functions as may be prescribed by the Central Government.

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9. (1) The Central Government shall constitute a Committee to be known as the Central ExecutiveCommittee to perform the functions assigned to it under this Act.

(2) The Central Executive Committee shall consist of the Secretary to the Government of India in theMinistry of Welfare, Chairperson, ex officio; the Chief Commissioner, Member, ex officio; theDirector-General for Health Services, Member, ex officio; the Director-General, Employmentand Training, Member, ex officio; six persons not below the rank of a Joint Secretary to theGovernment of India, to represent the Ministries or Departments of Rural Development, Education,Welfare, Personnel Public Grievances and Pension and Urban Affairs and Employment, Scienceand Technology, Member, ex officio; the Financial Adviser, Ministry of Welfare in the CentralGovernment, Member, ex officio; advisor (Tariff) Railway Board, Member, ex officio;four members to be nominated by the Central Government, by rotation, to represent the StateGovernments and the Union territories in such manner as may be prescribed by the CentralGovernment; one person to be nominated by the Central Government to represent the interest,which in the opinion of the Central Government ought to be represented, Member;five persons, as far as practicable, being persons with disabilities, to represent non-governmentalorganizations or associations which are concerned with disabilities, to be nominated by the CentralGovernment, one from each area of disability, Members: Provided that while nominating personsunder this clause, the Central Government shall nominate at least one woman and one personbelonging to Scheduled Castes or Scheduled Tribes: Joint Secretary to the Government of India inthe Ministry of Welfare dealing with the welfare of the handicapped, Member-Secretary, ex officio.

(3) Member nominated under clause (i) and clause (i) of sub-section (2) shall receive such allowancesas may be prescribed by the Central Government.

(4) A Member nominated under clause (i) or clause (i) of sub-section (2) may at any time resign hisoffice by writing under his hand addressed to the Central Government and the seat of the saidMember shall thereupon become vacant.

10. (1) The Central Executive Committee shall be the executive body of the Central CoordinationCommittee and shall be responsible for carrying out the decisions of the Central CoordinationCommittee:

(2) Without prejudice to the provisions of sub-section (1), the Central Executive Committee shall alsoperform such other functions as may be delegated to it by the Central Coordination Committee.

11. The Central Executive Committee shall meet at least once in three months and shall observe such rules ofprocedure in regard to the transaction of business at its meetings as may be prescribed by the CentralGovernment.

12. (1) The Central Executive Committee may associate with itself in such manner and for such purposesas may be prescribed by the Central Government any person whose assistance or advice it maydesire to obtain in performing any of its functions under this Act.

(2) A person associated with the Central Executive Committee under sub-section (1) for any purposeshall have the right to take part in the discussions of the Central Executive Committee relevant to

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that purpose, but shall not have a right to vote at a meeting of the said Committee, and shall not bea member for any other purpose.

(3) A person associated with the said Committee under sub-section (1) for any purpose shall be paidsuch fees and allowances, for attending its meetings and for attending to any other work of the saidCommittee, as may be prescribed by the Central Government.

The State Coordination Committee

13. (1) Every State Government shall, by notification, constitute a body to be known as the StateCoordination Committee to exercise the powers conferred on, and to perform the function assignedto it, under this Act.

(2) The State Coordination Committee shall consist of -

The Minister in-charge of the Department of Social Welfare in the State Government, Chairperson,ex officio; the Minister of State in-charge of the Department of Social Welfare, if any, Vice-Chairperson, ex officio; Secretaries to the State Government in-charge of the Departments ofWelfare, Education, Woman and Child Development, Expenditure, Personnel Training and PublicGrievances, Health, Rural Development, Industrial Development, Urban Affairs and Employment,Science and Technology, Public Enterprises, by whatever name called, Members, ex officio;Secretary of any other Department which the State Government considers necessary, Member, exofficio; Chairman Bureau of Public Enterprises (by whatever name called) Member, ex officio;five persons, as far as practicable, being persons with disabilities, to represent non-governmentalorganizations or associations which are concerned with disabilities, to be nominated by the StateGovernment, one from each area of disability, Members: Provided that while nominating personsunder this clause, the State Government shall nominate at least one woman and one person belongingto Scheduled Castes or Scheduled Tribes; three Members of State Legislature, of whom twoshall be elected by the Legislative Assembly and one by the Legislative Council, if any; threepersons to be nominated by that State Government to represent agriculture, industry or trade orany other interest, which in the opinion of State Government ought to be represented, Members,ex officio; the Commissioner, Member, ex officio; Secretary to the State Government dealingwith the welfare of the handicapped, Member-Secretary, ex officio.

(3) Notwithstanding anything contained in this section, no State Coordination Committee shall beconstituted for a Union territory and in relation to a Union territory, the Central CoordinationCommittee shall exercise the functions and perform the functions of a State Coordination Committeefor the Union territory: Provided that in relation to a Union territory, the Central CoordinationCommittee may delegate all or any of its powers and functions under this sub-section to suchperson or body of persons as the Central Government may specify.

14. (1) Save as other wise provided by or under this Act, a Member of a State Coordination Committeenominated, under clause (f) or clause (h) of sub-section (2) of section 13 shall hold office for aterm of three years from the date of his nomination: Provided that such a Member shall,notwithstanding the expiration of his term, continue to hold office until his successor enters uponhis office.

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(2) The term of office of an ex officio Member shall come to an end as soon as be ceases to hold theoffice by virtue of which he was so nominated.

(3) The State Government may, if it thinks fit, remove any Member nominated under clause (f) orclause (h) of sub-section (2) of section 13, before the expiry of his term of office after giving him areasonable opportunity of showing cause against the same.

(4) A Member nominated under clause (f) or clause (h) of sub-section (2) of section 13 may, at anytime, resign his office by writing under his hand addressed to the State Government and the seat ofthe said Member shall thereupon become vacant.

(5) A casual vacancy in the State Coordination Committee shall be filled by a fresh nomination andthe person nominated to fill the vacancy shall hold office only for the remainder of the term forwhich the Member in whose place he was so nominated.

(6) A Member nominated under clause (f) and clause (h) of sub-section (2) of section 13 shall beeligible for renomination.

(7) Members nominated under clause (f) and clause (h) of sub-section (2) of section 13 shall receivesuch allowances as may be prescribed by the State Government.

15. (1) No person shall be a Member of the State Coordination Committee, who

is, or at any time, has been adjudged insolvent or has suspended payment of his debts or hascompounded with his creditors, or is of unsound mind and stands so declared by a competentcourt, or is or has been convicted of an offence which in the opinion of the State Governmentinvolves moral turpitude, or is or at any time has been convicted of an offence under this Act, orhas so abused, in the opinion of the State Government his position as a member as to render hiscontinuance in the State Coordination Committee detrimental to the interests of the general public.

(2) No order of removal shall be made by the State Government under this section unless the Memberconcerned has been given a reasonable opportunity of showing cause against the same.

(3) Notwithstanding anything contained in sub-section (1) or sub-section (6) of section 14, a Memberwho has been removed under this section shall not be eligible for renomination as a Member.

16. If a Member of the State Coordination Committee becomes subject to any of the disqualificationsspecified in section 15, his seat shall become vacant.

17. The State Coordination Committee shall meet at least once in every six months and shall observe suchrules of procedure in regard to the transaction of business at its meetings as may be prescribed.

18. (1) Subject to the provisions of this Act, the function of the State Coordination Committee shall be toserve as the state focal point on disability matters and facilitate the continuous evolution of acomprehensive policy towards solving the problems faced by persons with disabilities.

(2) In particular and without prejudice to the generality of the foregoing function the State CoordinationCommittee may, within the State perform all or any of the following functions, namely:-

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review and coordinate the activities of all the Departments of Government and other Govern-mental and non-Governmental Organizations which are dealing with matters relating to personswith disabilities; develop a State policy to address issues faced by persons with disabilities;advise the State Government on the formulation of policies, programmes, legislation and projectswith respect to disability; review, in consultation with the donor agencies, their funding policiesfrom the perspective of their impact on persons with disabilities; take such other steps to ensurebarrier free environment in public places, work places, public utilities, schools and other institutions;monitor and evaluate the impact of policies and programmes designed for achieving equality andfull participation of persons with disabilities; to perform such other functions as may be prescribedby the State Government.

19. (1) The State Government shall, constitute a committee to be known as the State Executive Committeeto perform the functions assigned to it under this Act.

(2) The State Executive Committee shall consist of–

(a) the Secretary, Department of Social Welfare, Chairperson, ex officio.

(b) the Commissioner, Member, ex officio.

(c) nine persons not below the rank of a Joint Secretary to the State Government, to representthe Departments of Health, Finance, Rural Development, Education, Welfare, PersonnnelPublic Grievances, Urban Affairs, Labour and Employment, Science and Technology,Members, ex officio.

(d) one person to be nominated by the State Government to represent the interest, which inthe opinion of the State Government ought to be represented, Member.

(e) five persons, as far as practicable being persons with disabilities, to represent non-governmental organisations or associations which are concerned with disabilities, to benominated by the State Government, one from each area of disability, Members.

Provided that while nominating persons under this clause, the State Government shallnominate at least one woman and one person belonging to Scheduled Castes or ScheduledTribes.

(f) Joint Secretary dealing with the disability division in the Department of Welfare, Member-Secretary, ex officio.

(3) Members nominated under clause (d) and clause (e) of sub-section (2) shall receive such allowancesas may be prescribed by the State Government.

(4) A Member nominated under clause (d) or clause (e) may at any time resign his office by writingunder his hand address to the State Government and the seat of the said Member shall thereuponbecome vacant.

20. (1) The State Executive Committee shall be the executive body of the State Coordination Committeeand shall be responsible for carrying out the decisions of the State Coordination Committee.

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(2) Without prejudice to the provisions of sub-section (1), the State Executive Committee shall alsoperform such other functions as may be delegated to it by the State Coordination Committee.

21. The State Executive Committee shall meet at least once in three months and shall observe such rules ofprocedure in regard to the transaction of business at its meetings as may be prescribed by the StateGovernment.

22. (1) The State Executive Committee may associate with itself in such manner and for such purposes asmay be prescribed by the State Government any person whose assistance or advice it may desireto obtain in performing any of its functions under this Act.

(2) A person associated with the State Executive Committee under sub-section (1) for any purposeshall have the right to take part in the discussions of the State Executive Committee relevant to thatpurpose, but shall not have a right to vote at a meeting of the said Committee, and shall not be amember for any other purpose.

(3) A person associated with the said Committee under sub-section (1) for any purpose shall be paidsuch fees and allowances, for attending its meetings and for attending to any other work of the saidCommittee, as may be prescribed by the State Government.

23. In the performance of its functions under this Act, -

the Central Coordination Committee shall be bound by such directions in writing, as the CentralGovernment may give to it; and the State Coordination Committee shall be bound by such directions inwriting, as the Central Coordination Committee or the State Government may give to it:Provided that where a direction given by the State Government is inconsistent with any direction givenby the Central Coordination Committee, the matter shall be referred to the Central Government for itsdecision.

24. No act or proceeding of the Central Coordination Committee, the Central Executive Committee, a StateCoordination Committee or a State Executive Committee shall be called in question on the groundmerely on the existence of any vacancy in or any defect in the constitution of such Committees.

Prevention and Early Detection of Disabilities

25. Within the limits of their economic capacity and development, the appropriate Governments and thelocal authorities, with a view to preventing the occurrence of disabilities, shall -

undertake or cause to be undertaken surveys, investigations and research concerning the cause ofoccurrence of disabilities; promote various methods of preventing disabilities; screen all the children atleast once in a year for the purpose of identifying “at-risk” cases; provide facilities for training to the staffat the primary health centres; sponsor or cause to be sponsored awareness campaigns and disseminateor cause to be disseminated information for general hygiene, health and sanitation; take measures forpre-natal, perinatal and post-natal care of mother and child; educate the public through the pre-schools,primary health centres, village level workers and anganwadi workers; create awareness amongst themasses through television, radio and other mass media on the causes of disabilities and the preventivemeasures to be adopted.

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Education

26. The appropriate Governments and the local authorities shall ensure that every child with a disability hasaccess to free education in an appropriate environment till he attains the age of eighteen years;endeavor to promote the integration of students with disabilities in the normal schools;promote setting up of special schools in Government and private sector for those in need of specialeducation, in such a manner that children with disabilities living in any part of the country have access tosuch schools; endeavor to equip the special schools for children with disabilities with vocational trainingfacilities.

27. The appropriate Governments and the local authorities shall by notification make schemes for conductingpart-time classes in respect of children with disabilities who having completed education up to class fifthand could not continue their studies on a whole-time basis; conducting special part-time classes forproviding functional literacy for children in the age group of sixteen and above; imparting non-formaleducation by utilizing the available manpower in rural areas after giving them appropriate orientation;imparting education through open schools or open universities; conducting class and discussions throughinteractive electronic or other media; providing every child with disability free of cost special books andequipments needed for his education.

28. The appropriate Governments shall initiate or cause to be initiated research by official and non-governmental agencies for the purpose of designing and developing new assistive devices, teaching aids,special teaching materials or such other items as are necessary to give a child with disability equalopportunities in education.

29. The appropriate Governments shall set up adequate number of teachers’ training institutions and assistthe national institutes and other voluntary organizations to develop teachers’ training programmes specializingin disabilities so that requisite trained manpower is available for special schools and integrated schoolsfor children with disabilities.

30. Without prejudice to the foregoing provisions, the appropriate Governments shall by notification preparea comprehensive education scheme, which shall make provision for transport facilities to the childrenwith disabilities or in the alternative financial incentives to parents or guardians to enable their childrenwith disabilities to attend schools; the removal of architectural barriers from schools, colleges or otherinstitutions imparting vocational and professional training; the supply of books, uniforms and othermaterials to children with disabilities attending school; the grant of scholarship to students with disabilities;setting up of appropriate fora for the redressal of grievances of parents regarding the placement of theirchildren with disabilities; suitable modification in the examination system to eliminate purely mathematicalquestions for the benefit of blind students and students with low vision; restructuring of curriculum for thebenefit of children with disabilities; restructuring the curriculum for benefit of students with hearingimpairment to facilitate them to take only one language as part of their curriculum.

31. All educational institutions shall provide or cause to be provided amanuensis to blind students and studentswith or low vision.

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Employment

32. Appropriate Governments shall -identify posts, in the establishments, which can be reserved for the persons with disability; at periodicalintervals not exceeding three years, review the list of posts identified and up-date the list taking intoconsideration the developments in technology.

33. Every appropriate Government shall appoint in every establishment such percentage of vacancies notless than three per cent for persons or class of persons with disability of which one per cent each shall bereserved for persons suffering from -

(i) blindness or low vision;

(ii) hearing impairment;

(iii) locomotor disability or cerebral palsy, in the posts identified for each disability:

Provided, that the appropriate Government may, having regard to the type of work carried on in anydepartment or establishment, by notification subject to such conditions, if any, as may be specified insuch notification, exempt any establishment from the provisions of this section.

34. (1) The appropriate Government may, by notification, require that from such date as may be specified,by notification, the employer in every establishment shall furnish such information or return as maybe prescribed in relation to vacancies appointed for persons with disability that have occurred orare about to occur in that establishment to such Special Employment Exchange as may be prescribedand the establishment shall thereupon comply with such requisition.

(2) The form in which and the intervals of time for which information or returns shall be furnished andthe particulars, they shall contain shall be such as may be prescribed.

35. Any person authorized by the Special Employment Exchange in writing, shall have access to any relevantrecord or document in the possession of any establishment and may enter at any reasonable time andpremises where he believes such record or document to be, and inspect or take copies of relevantrecords or documents or ask any question necessary for obtaining any information.

36. Wherein any recruitment year any vacancy under section 33, cannot be filled up due to non-availabilityof a suitable person with disability or, for any other sufficient reason, such vacancy shall be carriedforward in the succeeding recruitment year and if in the succeeding recruitment year also suitable personwith disability is not available, it may first be filled by interchange among the three categories and onlywhen there is no person with disability available for the post in that year, the employer shall fill up thevacancy by appointment of a person, other than a person with disability:

Provided that if the nature of vacancies in an establishment is such that a given category of person can notbe employed, the vacancies may be interchanged among the three categories with the prior approval ofthe appropriate Government.

37. (1) Every employer shall maintain such record in relation to the person with disability employed in hisestablishment in such form and in such manner as may be prescribed by the appropriate government.

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(2) The records maintained under sub-section (1) shall be open to inspection at all reasonable hoursby such persons as may be authorized in this behalf by general or special order by the appropriateGovernment.

38. (1) The appropriate Governments and local authorities shall by notification formulate schemes forensuring employment of persons with disabilities, and such schemes may provide the training andwelfare of persons with disabilities; the relaxation of upper age limit; regulating the employment;health and safety measures and creation of a non-handicapping environment in places where personswith disabilities are employed; the manner in which and the persons by whom the cost of operatingthe schemes is to be defrayed; and constituting the authority responsible for the administration ofthe scheme.

39. All Government educational institutions and other educational institutions receiving aid from the Governmentshall reserve not less than three per cent seats for persons with disabilities.

40. The appropriate Governments and local authorities shall reserve not less than three per cent in all povertyalleviation schemes for the benefit of persons with disabilities.

41. The appropriate Governments and the local authorities shall, within the limits of their economic capacityand development, provide incentives to employers both in public and private sectors to ensure that atleast five per cent of their work force is composed of persons with disabilities.

Affirmative Action

42. The appropriate Governments shall by notification make schemes to provide aids and appliances topersons with disabilities.

43. The appropriate Governments and local authorities shall by notification frame schemes in favour ofpersons with disabilities, for the preferential allotment of land at concessional rates for -

house;setting up business;setting up of special recreation centres;establishment of special schools;establishment of research centres;establishment of factories by entrepreneurs with disabilities.

Non-Discrimination

44. Establishments in the transport sector shall, within the limits of their economic capacity and developmentfor the benefit of persons with disabilities, take special measures to adapt rail compartments, buses,vessels and aircrafts in such a way as to permit easy access to such persons; adapt toilets in railcompartments, vessels, aircrafts and waiting rooms in such a way as to permit the wheel chair users touse them conveniently.

45. The appropriate Governments and the local authorities shall, within the limits of their economic capacityand development, provide for installation of auditory signals at red lights in the public roads for the

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benefit of persons with visual handicap; causing curb cuts and slopes to be made in pavements for theeasy access of wheel chair users; engraving on the surface of the zebra crossing for the blind or forpersons with low vision; engraving on the edges of railway platforms for the blind or for persons withlow vision; devising appropriate symbols of disability; warning signals at appropriate places.

46. The appropriate Governments and the local authorities shall, within the limits of their economic capacityand development, provide for ramps in public building; adaptation of toilets for wheel chair users;Braille symbols and auditory signals in elevators or lifts; ramps in hospitals, primary health centres andother medical care and rehabilitation institutions.

47. (1) No establishment shall dispense with, or reduce in rank, an employee who acquires a disabilityduring his service:

Provided that, if an employee, after acquiring disability is not suitable for the post he was holding,could be shifted to some other post with the same pay scale and service benefits:Provided further that if it is not possible to adjust the employee against any post, he may be kepton a supernumerary post until a suitable post is available or he attains the age of superannuating,whichever is earlier.

(2) No promotion shall be denied to a person merely on the ground of his disability:Provided that the appropriate Government may, having regard to the type of work carried on inany establishment, by notification and subject to such conditions, if any, as may be specified insuch notification, exempt any establishment from the provisions of this section.

Research and Manpower Development

48. The appropriate Governments and local authorities shall promote and sponsor research, inter alia, in thefollowing areas:

prevention of disability; rehabilitation including community based rehabilitation; development ofassistive devices including their psycho-social aspects; job identification; on site modifications inoffices and factories.

49. The appropriate Governments shall provide financial assistance to universities, other institutions of higherlearning, professional bodies and non-governmental research units or institutions, for undertaking researchfor special education, rehabilitation and manpower development.

Recognition of Institutions for Persons with Disabilities

50. The State Government shall appoint any authority as it deems fit to be a competent authority for thepurposes of this Act.

51. Save as otherwise provided under this Act, no person shall establish or maintain any institution forpersons with disabilities except under and in accordance with a certificate of registration issued in thisbehalf by the competent authority:

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Provided that a person maintaining an institution for persons with disabilities immediately before thecommencement of this Act may continue to maintain such institution for a period of six months from suchcommencement and if he has made an application for such certificate under this section within the saidperiod of six months, till the disposal of such application.

52. (1) Every application for a certificate of registration shall be made to the competent authority in suchform and in such manner as may be prescribed by the State Government.

(2) On receipt of an application under sub-section (1), the competent authority shall make such enquiriesas it may deem fit and where it is satisfied that the applicant has complied with the requirements ofthis Act and the rules made thereunder it shall grant a certificate of registration to the applicant andwhere it is not so satisfied the competent authority shall, by order, refuse to grant the certificateapplied for:

Provided that before making any order refusing to grant a certificate the competent authority shallgive to the applicant a reasonable opportunity of being heard and every order of refusal to grant acertificate shall be communicated to the applicant in such manner as may be prescribed by theState Government.

(3) No certificate of registration shall be granted under sub-section (2) unless the institution withrespect to which an application has been made is in a position to provide such facilities and maintainsuch standards as may be prescribed by the State Government.

(4) A certificate of registration granted under this section, shall, unless revoked under section 53,remain in force for such period as may be prescribed by the State Governmentmay be renewed from time to time for a like period; and shall be in such form and shall be subjectto such conditions as may be prescribed by the State Government.

(5) An application for renewal of a certificate of registration shall be made not less than sixty daysbefore the period of validity.

(6) The certificate of registration shall be displayed by the institution in a conspicuous place.

53. (1) The competent authority may, if it has reasonable cause to believe that the holder of the certificateof registration granted under sub-section (2) of section 52 has made a statement in relation to anyapplication for the issue or renewal of the certificate which is incorrect or false in material particulars;or committed or has caused to be committed any breach of rules or any conditions subject towhich the certificate was granted, it may, after making such inquiry, as it deems fit, by order,revoke the certificate:

Provided that no such order shall be made until an opportunity is given to the holder of the certificateto show cause as to why the certificate should not be revoked.

(2) Where a certificate in respect of an institution has been revoked under sub-section (1), suchinstitution shall cease to function from the date of such revocation:

Provided that where an appeal lies under section 54 against the order of revocation, such institutionshall cease to function where no appeal has been preferred immediately on the expiry of the period

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prescribed for the filing of such appeal, or where such appeal has been preferred, but the order ofrevocation has been upheld, from the date of the order of appeal.

(3) On the revocation of a certificate in respect of an institution, the competent authority may directthat any person with disability who is an inmate of such institution on the date of such revocation,shall be restored to the custody of her or his parent, spouse or lawful guardian, as the case may be,or transferred to any other institution specified by the competent authority.

(4) Every institution which holds a certificate of registration which is revoked under this section shall,immediately after such revocation, surrender such certificate to the competent authority.

54. (1) Any person aggrieved by the order of the competent authority refusing to grant a certificate orrevoking a certificate may, within such period as may be prescribed by the State Government,prefer an appeal to that Government against such refusal or revocation.

(2) The order of the State Government on such appeal shall be final.

55. Nothing contained in this Chapter shall apply to an institution for persons with disabilities established ormaintained by the Central Government or State Government.

Institution for Persons with Severe Disabilities

56. (1) The appropriate Government may establish and maintain institutions for persons with severedisabilities at such places as it thinks fit.

(2) Where, the appropriate Government is of opinion that any institution other than an institution,established under sub-section (1), is fit for the rehabilitation of the persons with severe disabilities,the Government may recognize such institution as an institution for persons with severe disabilitiesfor the purposes of this Act:

Provided that no institution shall be recognized under this section unless such institution has compliedwith the requirements of this Act and the rules made thereunder.

(3) Every institution established under sub-section (1) shall be maintained in such manner and satisfysuch conditions as may be prescribed by the appropriate Government.

(4) For the purposes of this section “person with severe disability” means a person with eighty percent or more of one or more disabilities.

The Chief Commissioner and Commissioners for Persons with Disabilities

57. (1) The Central Government may, by notification, appoint a Chief Commissioner for Persons withDisabilities for the purposes of this Act.

(2) A person shall not be qualified for appointment as the Chief Commissioner unless he has specialknowledge or practical experience in respect of matters relating to rehabilitation.

(3) The salary and allowances payable to and other terms and conditions of service (including pension,gratuity and other retirement benefits) of the Chief Commissioner shall be such as may be prescribedby the Central Government.

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(4) The Central Government shall determine the nature and categories of officers and other employeesrequired to assist the Chief Commissioner in the discharge of his functions and provide the ChiefCommissioner with such officers and other employees as it thinks fit.

(5) The officers and employees provided to the Chief Commissioner shall discharge their functionsunder the general superintendence of the Chief Commissioner.

(6) The salaries and allowances and other conditions of service of officers and employees provided tothe Chief Commissioner shall be such as may be prescribed by the Central Government.

58. The Chief Commissioner shall coordinate the work of the Commissioners; monitor the utilization offunds disbursed by the Central Government; take steps to safeguard the rights and facilities madeavailable to persons with disabilities; submit reports to the Central Government on the implementation ofthe Act at such intervals as that Government may prescribe.

59. Without prejudice to the provisions of section 58 the Chief Commissioner may of his own motion or onthe application of any aggrieved person or otherwise look into complaints with respect to matters relatingto–deprivation of rights of persons with disabilities; non-implementation of laws, rules, bye-laws,regulations, executive orders, guidelines or instructions made or issued by the appropriate Governmentsand the local authorities for the welfare and protection of rights of persons with disabilities, and take upthe matter with appropriate authorities.

60. (1) Every State Government may, by notification appoint a Commissioner for Persons with Disabilitiesfor the purposes of this Act.

(2) A person shall not be qualified for appointment as a Commissioner unless he has special knowledgeor practical experience in respect of matters relating to rehabilitation.

(3) The salary and allowances payable to and other terms and conditions of service (including pension,gratuity and other retirement benefits) of the Commissioner shall be such as may be prescribed bythe State Government.

(4) The State Government shall determine the nature and categories of officers and other employeesrequired to assist the Commissioner in the discharge of his functions and provide the Commissionerwith such officers and other employees as it thinks fit.

(5) The officers and employees provided to the Commissioner shall discharge their functions underthe general superintendence of the Commissioner.

(6) The salaries and allowances and other conditions of service of officers and employees provided tothe Commissioner shall be such as may be prescribed by the State Government.

61. The Commissioner within the State shall coordinate with the departments of the State Government forthe programmes and schemes for the benefit of persons with disabilities; monitor the utilization of fundsdisabused by the State Government; take steps to safeguard the rights and facilities made available topersons with disabilities; submit reports to the State Government on the implementation of the Act assuch intervals as that Government may prescribe and forward a copy thereof to the Chief Commissioner.

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62. Without prejudice to the provisions of section 61 the Commissioner may of his own motion or on theapplication of any aggrieved person or otherwise look into complaints with respect to matters relating todeprivation of rights of persons with disabilities; non-implementation of laws, rules, bye-laws, regulations,executive orders, guidelines or instructions made or issued by the appropriate Governments and thelocal authorities for the welfare and protection of rights of persons with disabilities, and take up thematter with the appropriate authorities.

63. (1) The Chief Commissioner and the Commissioners shall, for the purpose of discharging their functionsunder this Act, have the same powers as are vested in a court under the Code of Civil Procedure,1908 while trying a suit, in respect of the following matters, namely: summoning and enforcing theattendance of witnesses; requiring the discovery and production of any document; requisitioningany public record or copy thereof from any court or office; receiving evidence on affidavits; andissuing commissions for the examination of witnesses or documents.

(2) Every proceeding before the Chief Commissioner and Commissioners shall be a judicial proceedingwithin the meaning of sections 193 and 228 of the Indian Penal Code and the Chief Commissioner,the Commissioner, the competent authority, shall be deemed to be a civil court for the purposes ofsection 195 and Chapter XXVI of the Code of Criminal Procedure, 1973.

64. (1) The Chief Commissioner shall prepare in such form and at such time for each financial year as maybe prescribed by the Central Government an annual report giving a full account of his activitiesduring the previous financial year and forward a copy thereof to the Central Government.

(2) The Central Government shall cause the annual report to be laid before each House of Parliamentalong with the recommendations explaining the action taken or proposed to be taken on therecommendation made therein in so far as they relate to the Central Government and the reasonsfor non-acceptance, if any, of any such recommendation or part.

65. (1) The Commissioner shall prepare in such form and at such time for each financial year as may beprescribed by the State Government an annual report giving a full account of his activities duringthe previous financial year and forward a copy thereof to the State Government.

(2) The State Government shall cause the annual report to be laid before each State Legislature alongwith the recommendations explaining the action taken or proposed to be taken on therecommendation made therein in so far as they relate to the State Government and the reasons fornon-acceptance, if any, of any such recommendation or part.

Social Security

66. (1) The appropriate Governments and the local authorities shall within the limits of their economiccapacity and development undertake or cause to be undertaken rehabilitation of all persons withdisabilities.

(2) For purposes of sub-section (1), the appropriate Governments and local authorities shall grantfinancial assistance to non-governmental organizations.

(3) The appropriate Governments and local authorities while formulating rehabilitation policies shallconsult the non-governmental organizations working for the cause of persons with disabilities.

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67. (1) The appropriate Government shall by notification frame an insurance scheme for the benefit of itsemployees with disabilities.

(2) Notwithstanding anything contained in this section, the appropriate Government may instead offraming an insurance scheme frame an alternative security scheme for its employees with disabilities.

68. The appropriate Governments shall within the limits of their economic capacity and development shall bynotification frame a scheme for payment of an unemployment allowance to persons with disabilitiesregistered with the Special Employment Exchange for more than two years and who could not be placedin any gainful occupation.

Miscellaneous

69. Whoever fraudulently avails or attempts to avail, any benefit meant for persons with disabilities, shall bepunishable with imprisonment for a term, which may extend to two years or with fine which may extendto twenty thousand rupees or with both.

70. The Chief Commissioner, the Commissioners and other officers and staff provided to them shall bedeemed to be public servants within the meaning of section 21 of the Indian Penal Code.

71. No suit, prosecution or other legal proceeding shall lie against the Central Government, the StateGovernments or the local authority or any officer of the Government in respect of anything which is donein good faith or intended to be done in pursuance of this Act and any rules or orders made thereunder.

72. The provisions of this Act, or the rules made thereunder shall be in addition to and not in derogation ofany other law for the time being in force or any rules, order or any instructions issued thereunder, enactedor issued for the benefit of persons with disabilities.

73. (1) The appropriate Government may, by notification, make rules for carrying out the provisions ofthis Act.

(2) In particular, and without prejudice to the generality of the foregoing powers, such rules mayprovide for all or any of the following matters, namely : -

the manner in which a State Government or a Union territory shall be chosen under clause (k) ofsub-section (2) of section 3; allowances which members shall receive under sub-section (7) ofsection 4; rules of procedure which the Central Coordination Committee shall observe in regard tothe transaction of business in its meeting under section 7; such other functions which the CentralCoordination Committee may perform under clause (h) of sub-section (2) of section 8;the manner in which a State Government or a Union Territory shall be chosen under clause (h) ofsub-section (2) of section 9; the allowances which the Members shall receive under sub-section(3) of section 9; rules of procedure which the Central Executive Committee shall observe in regardto transaction of business at its meetings under section 11; the manner and purposes for which aperson may be associated under sub-section (1) of section 12; fees and allowances which aperson associated with the Central Executive Committee shall receive under sub-section (3) ofsection 12; allowances which members shall receive under sub-section (7) of section 14; rules ofprocedure which a State Coordination Committee shall observe in regard to transaction of business

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in its meetings under section 17; such other functions which a State Coordination Committee mayperform under clause (g) of sub-section (2) of section 18; the allowances which Members shallreceive under sub-section (3) of section 19; rules of procedure which a State Executive Committeeshall observe in regard to transaction of business at its meetings under section 21; the manner andpurposes for which a person may be associated under sub-section (1) of section 22; fees andallowances which a person associated with the State Executive Committee may receive undersub-section (3) of section 22; information or return which the employer in every establishmentshould furnish and the Special Employment Exchange to which such information or return shall befurnished under sub-section (1) of section 34; the form and the manner in which record shall bemaintained by an employer under sub-section (1) of section 37; the form and manner in which anapplication shall be made under sub-section (1) of section 52; the manner in which an order ofrefusal shall be communicated under sub-section (2) of section 52; facilities or standards requiredto be provided or maintained under sub-section (3) of section 52; the period for which a certificateof registration shall be valid under clause (a) of sub-section (4) of section 52; the form in which andconditions subject to which a certificate of registration shall be granted under clause (c) of sub-section (4) of section 52; period within which an appeal shall lie under sub-section (1) of section54; the manner in which an institution for persons with severe disabilities shall be maintained andconditions which have to be satisfied under sub-section (3) of section 56; the salary, allowancesand other terms and conditions of service of the Chief Commissioner under sub-section (3) ofsection 57; (za) the salary, allowances and other conditions of service of officers and employeesunder sub-section (6) of section 57; (zb) intervals at which the Chief Commissioner shall report tothe Central Government under clause (d) of section 58; (zc) the salary, allowances and other termsand conditions of service of the Commissioner under sub-section (3) of section 60; (zd) the salary,allowances and other conditions of service of officers and employees under sub-section (6) ofsection 60; (ze) intervals within which the Commissioner shall report to the State Governmentunder clause (d) of section 61; (zf) the form and time in which annual report shall be preparedunder sub-section (1) of section 64; (zg) the form and time in which annual report shall be preparedunder sub-section (1) of section 65; (zh) any other matter which is required to be or may beprescribed.

(3) Every notification made by the Central Government under the proviso to section 33, proviso tosub-section (2) of section 47, every scheme framed by it under section 27, section 30, sub-section(1) of section 38, section 42, section 43, section 67, section 68 and every rule made by it undersub-section (1), shall be laid, as soon as may be after it is made, before each House of Parliament,while it is in session for a total period of thirty days which may be comprised in one session or intwo or more successive sessions, and if, before the expiry of the session immediately following thesession or the successive sessions aforesaid, both Houses agree in making any modification in therule, notification or scheme, both Houses agree that the rule, notification or scheme should not bemade, the rule, notification or scheme shall thereafter have effect only in such modified form or beof no effect, as the case may be, so, however, that any such modification or annulment shall bewithout prejudice to the validity of anything previously done under that rule, notification or scheme,as the case may be.

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(4) Every notification made by the State Government under the proviso to section 33, proviso to sub-section (2) of section 47, every scheme made by it under section 27, section 30, sub-section (1)of section 38, section 42, section 43, section 67, section 68 and every rule made by it under sub-section (1), shall be laid, as soon as may be after it is made, before each House of State Legislature,where it consists of two Houses or where such legislature consists of one House before thatHouse.

74. In section 12 of the Legal Services Authorities Act, 1987, for clause (d), the following clause shall besubstituted, namely:-

“(d) a person with disability as defined in clause (i) of section 2 of the Persons With Disabilities (EqualOpportunities, Protection of Rights and Full Participation) Act, 1995.”

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Chapter 2

Regional Training Workshop on Promotion of Accessible Tourism(24-28 September 2000)

Asia-Pacific Conference on Tourism for People with Disabilities(24-27 September 2000)

Denpasar, Bali, Indonesia

REPORT

I. RECOMMENDATIONS

A. Issues

People with disabilities and older persons are growing groups and consumers of tourism services. Familieswith young children are beginning to travel more. These three groups have similar needs for accessible tourism.However, the majority of tourism service providers in the ESCAP region do not, as yet, understand theeconomic and social significance of early action to create barrier-free tourism.

The built environment (buildings, streets, parks, public transportation and communication infrastructure)has a major impact on the quality of tourism experience, especially concerning its safety, convenience, efficiencyand enjoyment aspects. There is insufficient integration of the planning and development of the built environmentand tourism development, both within and across countries.

To create tourism that caters to the full range of consumer needs, there is a need to improve the useabilityof transportation, accommodation, tourism sites and services, and tour programmes.

B. Promotion of Tourism for All

1. Guiding Principles

Persons with disabilities have equal right of access to all tourism infrastructure, products and services,including employment opportunities and benefits that the tourism industry can provide. The tourism industryshould provide the same choices for all consumers to ensure the full participation of persons with disabilities,and protection of the individual’s right to travel with dignity.

Tourism master plans, policies and programmes should incorporate the principle of universal access totourism infrastructure, products and services. Furthermore, access improvement in tourism benefits manyother groups, including older persons and families with young children. The inclusion of universal design intourism development can create environments, products and services that are useable by a wide spectrum ofconsumers, irrespective of their experience, knowledge, skills, age, gender, as well as their physical, sensory,communication and cognitive abilities. Thus the spirit of barrier-free tourism means the reduction of all physicaland non-physical barriers and dangers so that they do not adversely affect tourism experiences and activities.

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With regard to tourism access improvement, it is important for all concerned to take into considerationthe rights and needs of diverse user groups, including single disability groups, persons with multiple disabilities,and women and girls with disabilities.

2. Strategic Actions

(a) People with disabilities and disabled persons’ organizations should:

(1) Develop empowerment programmes focusing on skills for advocacy and negotiation withthe tourism industry.

(2) Acquire skills in appraising tourism facilities, programmes and services, and in recommendingaction to raise their quality, as appropriate.

(3) Learn to conduct access surveys.

(4) Document and share information on the quality of tourism components and user experiences(accommodation, transportation, tourism sites and services, tour programmes, and informationand communications systems).

(5) Create local access guides and maps for in-country and foreign visitors.

(6) Serve as resource persons or advisors to training institutions and policy-making bodiesconcerned with tourism services.

(7) Communicate rights and needs in an effective manner to people encountered in the courseof travel, especially those who are unaware and inexperienced concerning disabled personsor discriminatory in their behaviour.

(8) Strengthen craft production and marketing skills among persons with disabilities as aneconomically viable interface with the tourism industry.

(9) Support disabled persons in acquiring training and employment in the tourism industry.

(b) Government authorities should:

(1) Train immigration officers and ministry of foreign affairs staff concerned with visa applicationson disabled person-friendly procedures to be observed in a systematic manner.

(2) Work towards uniform disabled person-friendly immigration procedures at the sub-regionallevel.

(3) Improve the accessibility of immigration offices to facilitate travel document application byall tourists including tourists with disabilities.

(4) Exempt from customs duty all assistive devices required by disabled persons for supportingtheir activities of daily living, including computers required by blind persons.

(5) Update annually a list of items that should be exempted from customs duty.

(6) Simplify customs clearance procedures for all assistive devices required by disabled personsfor supporting their activities of daily living, including computers required by blind persons.

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(7) Train customs officers on ways of communicating with disabled persons, especially withdeaf and hard of hearing persons.

(c) Tourism service providers should:

(1) Develop in-house programmes to raise awareness, sensitivity and skill levels to providemore appropriate services for persons with disabilities.

(2) Communicate more with disabled persons and their organizations to exchange accurate andreliable information for strengthening tourism services to better meet diverse consumer needs.

(3) Encourage tourism service providers to make their websites accessible for disabled persons,especially blind persons.

(4) Involve disabled persons with the requisite experience and skills in conducting access surveysof premises and to serve as resource persons and advisors in improving tourism services.

(5) Introduce barrier-free tourism into the agendas of their regular meetings.

(6) Introduce accessibility as a criterion in the ranking of hotels and restaurants.

(d) Tourism training institutions should:

(1) Include in training curricula (for all levels) the following contents concerning a client focusthat respects the rights and needs of diverse consumer groups, including persons withdisabilities: attitude, knowledge and skills development, as well as cross-cultural understandingand appreciation.

(2) Develop and use training modules for sensitizing front-line service staff to relate, in anappropriate manner, with disabled travelers.

(e) Inter-governmental organizations should:

(1) Foster inter-country exchange and networking concerning experiences and practices onendeavors towards barrier-free tourism;

(2) Identify, inter-regionally and within the ESCAP region, best practices in the promotion ofbarrier-free tourism for wider reference and possible adaptation in the ESCAP region.

(3) Facilitate, in cooperation with sub-regional organizations, inter-country discussion towardsthe adoption of uniform disabled person-friendly immigration procedures.

(4) Work towards the lifting of discriminatory and restrictive conditions, such as the requirementsof an accompanying person and medical certification that are imposed on travelers withdisabilities.

(5) Explore possible means of granting accreditation to tourism industry establishments that areaccessible by disabled persons.

(6) Develop an outline of core contents for training tourism personnel.

(7) Develop training content and capability to strengthen passenger services at transportinterchanges (bus, railway, ferry, ship and airplane terminals).

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(8) Promote the application of universal design principles to improve the accessibility of tourismsites, especially cultural, heritage and pilgrimage sites.

II. ORGANIZATION OF THE WORKSHOP-CUM-CONFERENCE

A. Background

ESCAP organized the Regional Training Workshop on Promotion of Accessible Tourism (24-28September 2000) in conjunction with the Asia-Pacific Conference on Tourism for People with Disabilities (24-27 September 2000). The Workshop was co-funded by the Department of Economic and Social Affairs(DESA), United Nations, New York, through its Development Account Project H: “Capacity building andinstitutional development for equalization of opportunities for persons with disabilities”. The Workshop-cum-Conference was held at Denpasar, Bali, Indonesia, under the auspices of the Ministry of Culture and Tourismand the National Social Welfare Board, Government of Indonesia. It was organized by the Community BasedRehabilitation Development and Training Center, Solo, Indonesia, and co-sponsored by ESCAP, the NipponFoundation and the Indonesian Society for the Care of Disabled Children. The hosting of both eventsconstituted a contribution of the Government of Indonesia to regional cooperation in support of the Asian andPacific Decade of Disabled Persons.

B. Objectives

The Conference was organized to provide a forum for the discussion of major issues related to accessibletourism for people with disabilities, with a view to identifying key policy and strategy elements for promotingbarrier-free tourism. The proposal for such a Conference had been discussed at the Eighteenth Session of theRegional Interagency Committee for Asia and the Pacific Subcommittee on Disability-related Concerns held inNovember 1999.

The Workshop was organized to provide participants from ESCAP developing countries with trainingon a multisectoral approach to the promotion of barrier-free tourism.

C. Attendance

Two hundred participants attended the Workshop-cum-Conference seminar. They were from Australia,Cambodia, China, India, Indonesia, Japan, Malaysia, Philippines, Sri Lanka, Thailand and Viet Nam. Theyincluded persons with disabilities, tourism officials, tourism industry representatives and human resourcesdevelopment experts from hospitality management institutions.

There were three resource persons from Peru, Singapore and South Africa. Their expertise covered thefollowing areas: promotion of the rights of persons with disabilities, and citizens’ participation on accessibilityissues, training persons with disabilities as trainers on the conduct of access surveys, access-related awarenessraising among professionals responsible for the design and maintenance of the built environment, barrier-freedesign and its strategic application.

D. Opening

The First Lady of Indonesia inaugurated the Conference. His Excellency Mr. Abdurrahman Wahid,President of Indonesia, delivered the keynote statement at the opening session. His Excellency Mr. I GedeArdika, Minister of Culture and Tourism addressed the participants. There was a rich programme ofperformances by local persons with diverse disabilities.

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E. Programme

The substantive programme of the Workshop-cum-Conference was composed of eight plenary sessionsof technical presentations and two group discussion sessions. The technical presentations covered the following:regional overview of universal design principles, rights and needs of persons with disabilities, priorities forstrategic action, quality of life and tourism, tourism for people with disabilities, human resources developmentin tourism, travel health, and the access survey as an empowerment tool.

A field visit programme was organized for the participants to observe Balinese cultural activities andinteract with Balinese disabled persons who were engaged in those activities, as well as in craft production.

The resource persons conducted a special training session for the Workshop participants on: strategicinterventions for the promotion of accessible tourism; collaboration with tourism authorities on accessimprovement; and working on access improvement among disabled persons living in urban poverty, and therights of persons with disabilities.

F. Adoption of the Report and Closing

The participants adopted their report, including the recommendations and the Bali Declaration on Barrier-free Tourism for People with Disabilities, on 27 September 2000. The Bali Declaration is annexed to thisreport.

In adopting the report, nine participants formed a networking group on tourism for people with disabilities.The group agreed to disseminate the recommendations and the Bali Declaration through their respective networks.Group members also agreed to maintain e-mail contact with one another, and to provide mutual support andencouragement on follow-up action.

HE the Minister of Culture of Tourism, Government of Indonesia, received the finalized Bali Declarationfrom the participants and pledged his commitment to follow-up action in support of the implementation of itsoperative provisions.

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Annexure

Bali Declaration onBarrier-Free Tourism for People with Disabilities

We, the participants of the Asia-Pacific Conference on Tourism for People with Disability, held atBali, Indonesia, from 24 to 27 September 2000:

Recognizing that tourism is a rapidly growing industry in the Asian and Pacific region and that people withdisabilities, older persons and families with young children are growing groups of consumers of travel, sports,and other leisure-oriented products and services,

Appreciating that the Community Based Rehabilitation Development and Training Centre (CBRDTC),Solo, Indonesia, under the auspices of the Ministry of Culture and Tourism, and the National Social WelfareBoard, Government of Indonesia, and with the co-sponsorship of the United Nations Economic and SocialCommission for Asia and the Pacific (ESCAP), the Nippon Foundation and the Indonesian Society for theCare of Disabled Children (YPAC), have taken the initiative to organize the above Conference, the first of itskind in the Asia-Pacific region, to discuss major issues relating to accessible tourism for people with disabilities,with a view to identifying key policy and strategy elements for promoting barrier-free tourism,

Recalling that the governments of the Asian and Pacific region have declared the period 1993 to 2002 asthe Asian and Pacific Decade of Disabled Persons,

Further recalling that the Economic and Social Commission for Asia and the Pacific (ESCAP), at itsfifty-sixth session held in Bangkok in June 2000, recognized the need for universal access to transport andtourism facilities for people with disabilities and older persons, and requested the secretariat to support suchactivities,

Noting that, while barrier-free tourism facilities and services would benefit larger numbers of tourists,including parents with young children and multi-generation family travellers, most tourism service providers inthe Asian and Pacific region do not yet recognize the importance of this issue, in the absence of explicitgovernment policies and strategies for promoting barrier-free tourism, as well as a lack of training for tourismpersonnel on the access rights and needs of tourists with disabilities, and a shortage of tourism programmesthat are accessible by people with disabilities,

Noting further that barrier-free tourism is becoming an increasingly important feature in a competitiveglobal tourism market and can serve as an effective tool for enhancing the socio-economic benefits of thetourism sector for the overall development of the countries and areas in the ESCAP region,

1. Affirm our commitment to promoting barrier-free tourism in the Asian and Pacific region;

2. Urge all parties concerned with tourism policy and practice, including the tourism industry, to strengthenAsian and Pacific tourism infrastructure, facilities, services and programmes by enhancing universal accessto meet the needs of all tourism consumers, in consonance with changes in social and demographictrends;

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3. Request disabled persons and their organizations to develop and implement empowerment programmesfocusing on advocacy, facilitation and negotiation so that they may work more effectively with the tourismindustry, government authorities and ESCAP to improve existing practices relating to accessibility, aswell as to support the tourism industry in introducing universal access principles to ensure tourism for all;

4. Urge governments to include in tourism development plans measures for, and to develop actionprogrammes to promote, barrier-free tourism for people with disabilities, older persons and families withyoung children;

5. Request governments of the ESCAP region to cooperate with the tourism industry to adopt andimplement measures that respect the rights of persons with disabilities to have equal access to tourismfacilities, programmes and services;

6. Request governments to strengthen craft production, entrepreneurial and marketing skills among personswith disabilities as an economically viable interface with the tourism industry and as a vehicle for povertyalleviation;

7. Request governments to support and strengthen cooperation with ESCAP, International Civil AviationOrganization (ICAO), the World Tourism Organization (WTO), UNESCO, International Air TransportAssociation (IATA), the Pacific-Asia Travel Association (PATA) and other international tourismorganizations, to develop regional and inter-regional initiatives on the promotion of barrier-free tourism;

8. Urge ESCAP to extend its technical assistance to governments of the Asian and Pacific region in promotingbarrier-free tourism for people with disabilities, older persons and families with young children through,inter alia, the following:

(a) Organization of forums to facilitate inter-country exchange and cooperation on human resourcesdevelopment concerning initiatives to promote tourism for all;

(b) Supporting the development of training materials on disability awareness in tourism education andtraining for use in government and private sector training programmes.

Photograph of UNESCAP participants at the Conference

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Chapter 3

Biwako Millennium Framework

Lake “Biwa” is the largest freshwater lake in Japan, in the City of Otsu. It is in this city that the High-level Intergovernmental Meeting to Conclude the Asian and Pacific Decade of Disabled Persons is held.Hence, the name of the framework “Biwako” (“ko” means a lake).

The word “Millennium” indicates that the Framework is being adopted at the beginning of the newmillennium and that it is also structured to supplement the UN Millennium Development Goals and targets. “AnInclusive, Barrier-free and Rights-based Society” represents the guiding principles of this framework.

An “inclusive” society is a society for all, and a “barrier-free” society refers to a society free frominstitutional, physical and attitudinal barriers, as well as social, economic and cultural barriers.

A “rights-based” society means a society based on the human rights of all individuals where peoples withdisabilities are valued and placed at the centre of all decisions affecting them.

DRAFT BIWAKO MILLENNIUM FRAMEWORK FOR ACTION TOWARDS AN INCLUSIVE,BARRIER-FREE AND RIGHTS-BASED SOCIETY FOR PERSONS WITH DISABILITIES INASIA AND THE PACIFIC

In May 2002, ESCAP adopted the resolution “Promoting an inclusive, barrier-free and rights-basedsociety for people with disabilities in the Asian and Pacific region in the twenty-first century”. The resolutionalso proclaimed the extension of the Asian and Pacific Decade of Disabled Persons, 1993-2002, for anotherdecade, 2003-2012.

The “Draft Biwako Millennium Framework” outlines issues, action plans and strategies towards aninclusive, barrier-free and rights based society for persons with disabilities.

To achieve the goal, the framework identifies seven priority areas for action, in each of which criticalissues and targets with specific time frames and actions follow. In all, 18 targets and 15 strategies supportingthe achievement of all the targets are identified.

The next decade will ensure the paradigm shift from a charity-based approach to a rights-based approachto protect the civil, cultural, economic, political, and social rights of persons with disabilities.

To pursue the targets and strategies, consultations with and involvement of civil society, inter alia, self-help organizations and concerned NGOs are essential.

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The following sections summarize the seven priority areas for action, the targets, strategies, time-frames,and the supporting/monitoring mechanisms.

(1) Self-help organizations of persons with disabilities

Persons with disabilities and their self-help organizations are the most equipped, best informed to speakon their behalf and can contribute to solutions on issues that concern them. Two targets are set to make thedifference:

(1) By 2004, Governments, international funding agencies and NGOs should establish policy to supportand develop self-help organizations.

(2) By 2005, Governments and civil society organizations should fully include self-help organizationsin decision-making processes. Actions for the targets include the participation of persons withdisabilities in policy-making, political representations and capacity building.

Self-help organizations should include marginalized persons with disabilities such as womenand girls with disabilities, persons with intellectual disabilities, persons who are HIV-positive andaffected by leprosy.

(2) Women with disabilities

Women with disabilities are multiply disadvantaged through their status as women, as personswith disabilities, and majority numbers as persons living in poverty. Three targets are set to solvethese problems:

(1) By 2005, Governments should ensure anti-discrimination measures to protect women withdisabilities.

(2) By 2005, self-help organizations adopt policies to promote full representation of women withdisabilities,.

(3) By 2005, women with disabilities should be included in the membership of national mainstreamwomen’s associations.

(3) Early intervention and education

Less than 10 per cent of children and youth with disabilities have access to any form of educationcompared with an enrolment rate of over 70 per cent for non-disabled children and youth in primaryeducation in the Asian and Pacific region. This exclusion from education for children and youth withdisabilities results in exclusion from opportunity for further personal, social and vocationaldevelopment. Three targets are set for these problems:

(1) Children with disabilities will be an integral part of the population targeted by MillenniumDevelopment Goal Target 3, which is to ensure that, by 2015, children everywhere, boys and girlsalike, will be able to complete a full course of primary schooling.

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(2) By 2010, at least 75 per cent of children and youth with disabilities will be able to complete a fullcourse of primary schooling.

(3) By 2012, all infants and young children (0 – 4 years) will have access to and receive community-based early intervention services.

Actions in this area include adequate legislation for inclusive education and national datacollection on children with disabilities (0-16 years).

(4) Training and employment, including self-employment

Persons with disabilities remain disproportionately undereducated, untrained, unemployed,underemployed and poor. They have insufficient access to the mainstream labour market partiallydue to social exclusion, lack of trained and competent staff and adequate training for independentworkers. Three targets follow:

(1) By 2012, at least 30 per cent of the signatories (member states) will ratify ILO Convention 159concerning Vocational Rehabilitation on Employment (Disabled Persons).

(2) By 2012, at least 30 per cent of all vocational training programmes in signatory countries willinclude persons with disabilities.

(3) By 2010, reliable data on the employment and self-employment rates of persons with disabilitieswill exist in all countries.

(5) Access to built environment and public transport

Inaccessibility to the built environment, including public transport systems, is still the majorbarrier for persons with disabilities. This problem will only exacerbate, as the number of older peoplewith disabilities increase in the region. Universal design approaches benefit all people in societyincluding older persons, pregnant women and parents with young children. Its economic benefitshave been legitimized, yet substantive initiatives at policy level have not been taken. Two targetsare set to improve the situation:

(1) Governments should adopt and enforce accessibility standards for planning of public facilities,infrastructure and transport, including those in rural/agricultural contexts.

(2) By 2012, existing public transport systems and all new and renovated public transport systemsshould be accessible.

(6) Access to information and communication including ICT

In the last 10 years, there has been much progress in Information and CommunicationTechnology (ICT) development, and it opens up many opportunities for people with disabilities innetworking, solidarity employment and independent living. But it has also widened the gap betweenpersons with disabilities and the non-disabled. The Digital divide includes inaccessibility to

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infrastructure for ICT, Internet, and ICT skills. These problems are acute in rural areas. Themulti-media environment is creating barriers for people with visual disabilities. Three targets areset to improve the situation:

(1) By 2005, persons with disabilities should have at least the same rate of access to the Internet andrelated services as the rest of citizens in a country of the region.

(2) By 2004, international organizations should incorporate accessibility standards for persons withdisabilities in their international ICT standards.

(3) Governments should adopt, by 2005, ICT accessibility guidelines for persons with disabilities intheir national ICT policies.

(7) Poverty alleviation through social security and livelihood programmes

Persons with disabilities are the poorest of the poor. It is estimated that 160 million persons with disabilities,over 40 per cent of disabled persons are living in poverty, unable to benefit from their socio-economic rights. Poverty and disability worsens each other when persons with disabilities are socially excluded and adequatesocial services are not provided. Pursuant to the UN Millennium Development Goal target 1:

(1) Governments should halve, between 1990 and 2015, the proportion of persons with disabilitieswhose income/consumption is less than one dollar a day. Actions call for Governments to integratedisability dimensions into MDG baseline data collection and analysis, to allocate a certain percentageof the total rural development / poverty alleviation funds towards persons with disabilities.

National plan of action (five-year) on disability

Strategy 1 calls for Governments to develop and adopt, by 2004, a five-year comprehensive nationalplan of action to implement the targets and strategies of the framework.

Promotion of rights-based approach to disability issues

Strategy 2 calls for Governments to adopt and implement non-discrimination policies. Strategy 3 drawsattention to National Human Rights Institutions as agencies to protect disabled people’s rights. Strategy 4 callsfor Governments to actively involve persons with disabilities in any policy development. Strategy 5 calls forGovernments to ratify the core international human rights treaties. Strategy 6 calls for Governments to supportthe Ad Hoc Committee for the comprehensive and integral international convention to promote and protect therights and dignity of persons with disabilities

Disability statistics/common definition of disabilities for planning

A common system of definition and classification of disability is not uniformly applied in the region. Twostrategies are set to solve the problem. Strategy 7 calls for Governments to develop, by 2005, their system indisability-related data collection and analysis. Strategy 8 calls for Governments to adopt, by 2005, definitionson disability based on the United Nations publication “Guidelines and Principles for the Development of DisabilityStatistics.

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Strengthened community development approach to prevention, rehabilitation and empowerment ofpersons with disabilities

Community-based approach is augmenting and replacing traditional institutional and centralizedrehabilitation programmes for disabled people’s economic, social and other human rights enhancement. Strategy9 calls for Governments to immediately develop national policies to promote community-based approaches.

Cooperation and support for action: sub-regional, regional and inter-regional

Special focus is on strengthening cooperation among governments at the sub-regional level. Strategy 10and 11 call for formulating sub-regional priorities and plans of action, by 2004, to achieve the targets. At aregional level, strategy 12 calls for Governments, the United Nations system, civil society organizations and theprivate sector to collaborate, support and take advantage of the training and communication capability of theAsia-Pacific Development Center on Disability. This center is to be opened in 2004 in Bangkok, as a legacyof the Asian and Pacific Decade of Disabled Persons. It has the capacity of one of the most powerful focalpoints in the region. Strategy 13 and 14 call for Governments, civil society organizations and the private sectorto establish a network of centres of excellence in focused areas to maximize cooperation and collaboration. ESCAP and other United Nations agencies should assist in the establishment of a network of centres ofexcellence. Strategy 15 emphasizes cooperation between ESCAP and other regional agencies for exchange ofinformation, experiences and expertise.

Monitoring and review

ESCAP should convene biennial meetings to review achievements and to identify actions that may berequired to implement the Biwako Millennium Framework for Action. At these meetings, the representatives ofnational coordination committees on disability matters comprising Government ministries/agencies, NGOs,self-help organizations and the media will be invited to present reports to review progress in the implementationof the framework.

The mid-point review of the Biwako Millennium Framework for Action should be conducted. Based onthe review, the targets and strategic plans for the second half of the Decade may be modified and new targetsand strategic plans formulated.

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