Physical and functional accessibility in university classroom spaces: a technical diagnosis for improving inclusive infrastructure at BICU, Bluefields
Keywords:
Universal accessibility, higher education, inclusive infrastructure, classroom spaces, disabilitiesAbstract
Physical and functional accessibility constituted a necessary condition for the safe, autonomous, and equitable use of university spaces. The study aimed to evaluate the physical and functional accessibility conditions of classroom spaces and circulation areas at the BICU Bluefields campus, using technical, regulatory, and perceptual criteria, with the purpose of formulating improvement proposals for inclusive infrastructure. The research was conducted under a quantitative approach, with a descriptive-correlational scope and a crosssectional design. Technical observation, in situ measurements, regulatory-documentary review, and surveys were applied to 166 members of the university community, selected through voluntary participation. The results were contrasted with the Nicaraguan Mandatory Technical Standard for Accessibility NTON 12 006-04 and national provisions on the rights of persons with disabilities. The findings showed partial and uneven compliance with accessibility conditions, with the greatest limitations identified in ramps, stairs, handrails, and access points. A perceptual gap was also identified between persons with and without disabilities, with the former reporting greater barriers to safe mobility and effective use of spaces. The correlational analysis showed associations among accessibility, classroom size, ventilation, lighting, temperature, noise, and the perceived impact on academic or work performance. It was concluded that BICU needed to implement a progressive strategy for improving inclusive infrastructure, prioritizing accessible routes, functional signage, climate protection, preventive maintenance, and technical projects such as the evacuation ramp and the covered connection between modules.
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