Assessing the Barriers to Implementing Universal Design Strategies in Faculty Buildings in Nigerian Universities
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Abstract
The concept of Universal Design (UD) promotes the creation of environments accessible to all individuals, regardless of ability or age. While globally recognized as essential for fostering inclusivity, its implementation within Nigerian university faculty buildings remains significantly limited. This study aims to assess the primary barriers hindering the adoption of UD strategies in these academic institutions. A descriptive survey design was employed, with data collected from 158 faculty members, administrators, and students with disabilities across selected Nigerian universities. A structured questionnaire, designed on a five-point Likert scale, was used to gather data on perceived barriers. The data was analyzed using descriptive statistics (frequencies, percentages) and inferential statistics (χ2 test) to determine the relationships between respondent demographics and the identified barriers. The findings reveal a significant lack of funding, limited awareness, and inadequate policy frameworks as the most critical barriers. Inferential statistics indicated a statistically significant association (p<0.05) between a respondent's role and their perception of financial constraints. The identified barriers collectively highlight a systemic issue that extends beyond mere physical infrastructure, encompassing institutional, financial, and attitudinal challenges. Addressing these issues is crucial for achieving an inclusive and equitable educational environment in Nigeria
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