Barriers to disabled students in built environment degree programmes

From September 2002 the Special Education Needs Disability Act (SENDA, 2001) requires that reasonable adjustments be made in further and higher education so not to place disabled students at a substantial disadvantage. Academics need to consider the impact of SENDA on all aspects of delivery and assessment in the learning process. Some learning outcomes within built environment curricula cannot be achieved by students with certain disabilities. Consequently, such learning outcomes are 'barriers' to disabled students and are likely to deter prospective students from choosing to study this subject area. In addition, disabled students may be unable to graduate or attain Chartered status with construction professional institutions. This research will focus on disabled students with visual, hearing and mobility impairments (VHMI). Detailed examination is undertaken of built environment undergraduate curricula from four UK universities to identify barriers. Compliance with the curriculum consequences of SENDA in the UK needs to be improved. Built environment departments need to audit their provision, and make necessary adjustments.