Advancing Accessibility: Campus Construction Projects Align with DEIA Strategic Plan

In line with the campus' commitment to fostering inclusivity and diversity, they are building infrastructure aligned with the Diversity, Equity, Inclusion, and Accessibility (DEIA) strategic plan. The construction projects being undertaken are designed to meet the physical needs of diverse individuals and create spaces that foster a sense of belonging and acceptance.

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Campus Projects Aligned with DEIA Strategic Plan

Supporting the goals of the Diversity, Equity, Inclusion, and Accessibility (DEIA) Strategic Plan, the Office of Campus Planning, Design, and Construction (CPDC) carried out over a dozen projects throughout the campus during the 2023-24 academic year.

Mary Grace A. Almandrez, who serves as the Vice President for Diversity and Inclusion, has stated that one of the five aims of the DEIA Strategic Plan is to implement an inclusive concept of accessibility. As mentioned, individuals with impairments should not face obstacles when attempting to access or participate in a space, program, or service. This is reportedly the core concept that underpins the idea of accessibility. Incorporating accessibility into the initiatives that the CPDC is undertaking is only one example that demonstrates the University's dedication to providing access for people with disabilities.

Moreover, the development of the Allyn Innovation Center, which included the installation of accessible entrances and an auditorium within Link Hall, was one of the most critical initiatives carried out in the previous year. Two auditoriums, number 101 and 102, located in Newhouse, also underwent extensive renovations, including various accessibility modifications. Within the Regent Theater at Syracuse Stage, the installation of an elevator and the addition of an accessible restroom were both finished.

Accordingly, modifications made under the Americans with Disabilities Act (ADA) were Phase 2 improvements at the JMA Wireless Dome. These changes included extending aisles to a width of 48 inches, enhancing vomitory ramps, creating new ADA sitting platforms, and replacing railings.

On the other hand, Pete Sala, vice president and chief campus facilities officer, stated that the ongoing renovations of resident halls provide CPDC with the potential to develop areas that are more accessible to students. During the renovations that took place at Haven, Dellplain, and Watson, rooms were created that were specifically tailored for kids who have mobility requirements.

As accommodations for deaf pupils, bed shakers were installed at 727 South Crouse Avenue, formerly The Marshall. Students who require a calm environment free from distractions from the outside world can now use the first low-stimulus room on campus, which is located in Dellplain Hall.

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Special Education Needs

One of the most important topics on universities' agendas is equality, diversity, and inclusion (EDI). As a component of this, educational institutions are obligated to establish campus environments that are accessible to individuals who have disabilities, whether physical or other.

Recent government research on special educational needs and disabilities (SEND) indicates that an increasing proportion of incoming first-year college students self-identify as having SEND and necessitating specialized assistance. Architectural professionals have a significant part to play in ensuring that visible and invisible disabilities are considered during a campus's planning process.

Furthermore, designing for kids who have autism spectrum disorder (ASD) can be challenging since it can be difficult to visualize the obstacles that these students confront. People who have autism spectrum disorder (ASD) may have difficulty processing information over a more extended time, which can create problems in areas such as communication, academics, and socialization.

In addition, many people with ASD have difficulty processing sensory information since their senses may be hypersensitive or hypersensitive. Integrating the natural environment into academic settings promotes the development of social skills, alleviation of stress and anxiety, and enhancement of motivation, all of which benefit all students, especially those with special educational needs. Therefore, it is critical to identify opportunities to connect the campus interior with the outside world and incorporate natural materials into interior design.

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