Planning and design of university campuses is as important as the instructional philosophy of universities for determining
academic and social development of university students. However, mainstream university campuses have often
been designed with typical “normal” or “abled” users in mind and have neglected the needs of students with physical,
sensory, and developmental disabilities. Universal design perspective with its equality, social inclusion and social justice
agenda can be helpful in giving insights for inclusive educational environments. This study presents a research based
design process conducted at a university campus in Turkey to create an inclusive educational environment for the students
with disabilities, and to improve their participation in campus’ academic and social life. For this purpose, existing
campus spaces were evaluated for their inclusiveness both objectively through a checklist and subjectively through participatory
workshops and meetings. The findings from both studies were used to identify the needs of the users with disabilities
in the campus’ settings. The results obtained from these studies were used to inform the implementations , and
a holistic plan for creating an inclusive campus environment was developed. This study provides the implications for
architectural and urban needs of users with physical, sensory, and vision disabilities or restraints in campus environments,
develops methodology for future studies with similar context, and informs about the challenges and opportunities
present in the process of creating inclusive university campus environments..
Keywords: University Campuses, Students with Disabilities, Participation, Universal Design, Inclusivity.
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