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Del med…Accessibility to educational institutions in Denmark
This publication describes and illustrates examples of accessibility to educational institutions in Denmark and how to make them accessible to as many users as possible. Educational institutions in Denmark are open to all, but in some cases the physical accessibility to the institutions restrains this openness.
People with mobility impairments, visual or hearing impairments, intellectual disabilities and people who suffer from asthmatic and allergic diseases often meet with difficulties in using the institutions.
By means of examples this publication aims at inspiring schools, educational authorities, planners and others working on the construction of schools as well as those working in the field of education to increase accessibility by means of simple as well as more comprehensive improvements.
To help navigate this web page, you can use the following shortcut keys to facilitate navigation: ALT-T: top of document and ALT-S: search facility.
English
Published by the Danish Centre for Accessibility on behalf of the Danish Ministry of Education
Contents:
Preface by Ulla Tørnæs, Danish Minister of Education
Introduction - Accessible solutions for all
Persons with cognitive disabilities
Arrival and parking facilities
Out-door facilities and playgrounds
Classrooms designed for flexible use
Study Center for Students with Special Needs
Planning and action - some examples
Kolding: Co-operation with the Disability Council
A face-lift to the labour market training centres
Aarhus University: Equal opportunities for all students
Schools mentioned in the publication
Focus on accessibility
By Ms. Ulla Tørnæs, Danish Minister of Education
"Education is the main tool for maintaining a competitive society. The Danish government has a major interest in ensuring an open and transparent educational system of high quality, which offers easy access to information about programmes and results. Information dissemination on quality educational institutions should be easy accessible by means of a system based on openness and flexibility."
The Danish government launched this statement when it came into power.
The degree of a disability is often defined by environment. Difficulties can be minimized by e.g. ensuring accessibility to the disabled persons environment. To create the best possible conditions for all pupils and students in Denmark demands an effort from all citizens.
This publication features a number of ideas on how to adapt educational institutions for pupils and students with disabilities and attempts to disseminate best practice across the educational sector.
I hope it will inspire the institutions to focus on their individual needs for physical improvements of accessibility for the benefit of all students.
Copenhagen, December 2002
Ulla Tørnæs
Minister of Education
Introduction: Accessible solutions for all
Alexander attends a technical school but he has been involved in a road accident and is now a wheelchair user. How will he manage to get about the school in future?
Katrine has been a diabetic for some years and is almost blind now. She would like to attend courses at a Danish folk high school together with two friends - but will she be able to find a school where she can easily find her way around?
Julie suffers from allergies and her parents are trying to find a school built of materials that are tolerable for her and where cleaning standards are high. Will it be possible to find such a school?
Kristoffer plans to follow a course of social studies, preferably at the University in the city of Odense, but does the university offer facilities to meet his hearing impairment?
These four persons require a barrier-free school and education environment. When buildings and surroundings are equipped in such a way that no barriers exist for people with disabilities, we have created equal opportunities and accessibility for all.
The publication shows in text, photos and illustrations how Danish schools and educational institutions have created accessible solutions, not only for disabled persons, but for the majority of users. The featured examples range from general solutions down to the minor details and aim at inspiring schools and institutions in their efforts to ensure accessibility for all.
However, they are not all model examples. Very few institutions offer full accessibility for all and we do not intend to claim that the publication covers all aspects of accessibility.
Several chapters include references to the web page of the Danish Centre for Accessibility with further information on requirements and recommendations.
Mapping out
This publication is part of a project conducted by the Ministry of Education, focusing on accessibility to educational institutions in Denmark. Information dissemination is one of the main strategies to reach the objective of accessibility for all.
The project was initiated in Spring 2001, when the Ministry of Education began to map out accessibility facilities in 3000 educational institutions. The work was carried out in close cooperation with the Danish National Research and Education Buildings under the Ministry of Science, Technology and Innovation and the Danish Centre for Accessibility. The results are available from http://vejviseren.emu.dk
The Ministry of Education is launching this portal: Undervisning og tilgængelighed (Education and Accessibility) at www.tilgaengelighed.nu featuring general information on accessibility to education. Here you will find links to more specific information on accessibility to educational institutions.
Preben Siersbæk Larsen, Project Manager
Mobility
Vestermarkskolen in Odder- the entrance complies with all requirements.
Free movement is crucial for the active participation of pupils and students with mobility disabilities in the institution's educational programmes.
Requirements of wheelchair users and those with restricted mobility
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Simple and logical physical design
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Close-to-the-entrance parking space
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Pedestrian areas with the minimum possible slope
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Firm and even surfaces
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On-the-level access
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Automatic or easy-to-operate doors
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Ramps at steps and crossings
- Lift to all floors
- Disabled toilets
Further requirements of those with restricted mobility:
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Steps as few and low as possible
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Resting-places
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Short walking distances
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Grab bars and rails
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Reachable handles, bars and switches
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Solid anti-skid surfaces
Further requirements of wheelchair users:
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Parking space for disabled
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Wide doors
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Refuges in front of doors, elevators etc
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Roomy surroundings
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Appropriate placing of grab bars, handles and control buttons
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Appropriate placing of counters, telephone booths etc
Special requirements of persons with poor motor skills
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Automatic or easy-to-operate doors
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Ergonomic grab bars and rails
Minimum turning space for different kinds of wheelchairs
Space requirements (65 x145 cm) and turning radius (200 cm) for an electric scooter.
Space requirements (75 x 120 cm) and turning radius (170 cm) for a manually operated wheelchair.
Space requirements (65 x 125 cm) and turning radius (180 cm) for an electric wheelchair.
Space requirements (75 x 150 cm) and turning radius (175 cm) for a manually operated wheelchair and assistant.
Clear and visible signs in front of Brændkjærskolen in Kolding
The pavement here in Aarhus has a tactile surface.
Visually impaired persons either have different degrees of reduced sight or they are blind. They have difficulties in finding their way in a new environment and therefore surroundings must be designed in a simple and logical way.
Needs of blind and visually impaired persons:
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Simple and logical design of the physical environment
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Visible, audible and tangible information in signs etc.
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Alternative information formats, such as audiotapes, diskettes and web
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Guidelines and tactile markings of the surface
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Freely accessible pedestrian areas
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Tactile warnings at stairs and ramps
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Grab bars at stairs and ramps
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Kerbs level at 25-30 mm
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Clearly marked lanes separating cyclists from pedestrians
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Opportunities to attend mobility training at the beginning of the study course
Further requirements of blind persons:
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Good acoustics
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Areas of specific scents and sounds for better orientation
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Information in Braille
Further requirements of visually impaired persons:
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Good lighting conditions - anti-glare light
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Contrasting colours on doors etc.
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Clear and illuminated plates with good contrasts between text/symbols and background
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Easy-to-read text
Hearing impaired persons
The state school of upper-secondary education in Aarhus has acoustic ceilings.
Cinemateket in Copenhagen. The monitor placed above the counter shows the daily programme.
Hearing impaired persons are either deaf or they have acquired deafness or reduced hearing.
Hearing impaired persons need a good sound environment and good acoustics. Therefore, the shape and layout of rooms, the texture of walls, ceilings and floors and interior decoration in general are important elements for people with hearing impairments.
In many schools the carpets have been removed from the floor to improve the indoor environment. However, smooth surfaces may prolong the reverberation time. Acoustic ceilings and walls are therefore required.
Clear visual information is of importance to hearing impaired persons, as they will often use their sight to communicate.
Special needs of hearing impaired persons
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Microphone set that can be connected to an induction loop
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Good acoustics
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Minimum background noise
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Possibilities of using personal audio systems
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Visual information
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Clearly marked lanes separating cyclists from pedestrians
Special needs of deaf people
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Clear visual information
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Possibilities of using sign language or screen reader
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Good lighting conditions
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Clearly marked lanes separating cyclists from pedestrians
Cognitive disabilities
Højvangskolen in Aarhus has an outdoor "sensory" sculpture.
The group of people with cognitive disabilities comprises late developers, persons with intellectual disabilities, dementia, confusion, brain injuries and some mental disorders.
Special needs of people with cognitive disabilities
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Simple and clear layout and design of classrooms
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Easy and straightforward use of products, constructions etc.
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Safe and comfortable design
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Good sensory experiences
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Guidelines marked by colours or tactile changes of material
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Clear and short text information
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Important information accentuated by colours, symbols and oral communication
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Staff support
Tovshøjskolen in Aarhus - sign text is accentuated by symbols.
Asthmatics and allergic persons
The floor surfaces at the folk high school in Løgumkloster are easy to clean.
Approximately one out of three Danes suffer from allergic diseases - especially asthma and allergies, i.e. approximately 1.5 million in total. Studies show that 5-8 % of all children in Denmark suffer from asthma and/or allergies. Allergic diseases may grow worse if buildings are not maintained properly, if materials are chosen and used inappropriately, if ventilation is bad or if cleaning is given low priority.
Some people suffer from allergies to certain materials (contact allergy) or certain foods, animals or pollen.
Special needs of people with asthmatic and allergic diseases
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Smooth and easy-to-clean surfaces
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Thorough cleaning - including dust removal as well as removal of attached dirt
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Non-perfumed and allergy tested cleaning materials
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Good ventilation, window opening facilities, proper cleaning and maintenance of ventilation shafts. Ventilators should be used all year and must have a pollen filter that should be maintained and shifted according to the instructions for use.
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Non-smoking environments
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Closed lockers, wardrobes etc.
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Provision for dietary needs
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Non-dust attracting materials and decorations
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Animal-free environment
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Painting and construction materials should be decontaminated
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No inappropriate use inside of materials and paints designed for outdoor use
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No old ceilings with asbestos
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Fast action in the case of water damages and signs of moisture and mould in materials
Information
Public authorities running educational institutions should provide easy access to information about accessibility and disability facilities in each institution, by means of web pages and other information materials. They should also provide links to places for further information. Each institution should have a web page with information about accessibility facilities for disabled, how to get there, public transportation possibilities etc. The page should feature a map showing the local area as well as buildings and rooms.
The Danish Ministry of Education has a web page about accessibility to educational institutions in Denmark (http://vejviseren.emu.dk<http://vejviseren.emu.dk/index>) The portal at www.tilgaengelighed.nu <http://www.tilgaengelighed.nu> is also hosted by the Ministry of Education and provides a general overview of accessibility to education
Brochure from the folk high school in Løgumkloster
A good and useful brochure includes information about accessibility and facilities at the institution.
+ The folk high school in Løgumkloster: Information about location of buildings and facilities is indicated, and the brochure refers to the web page for guidance to the school.
÷ Text size is too small.
÷ The school has good accessibility facilities, however, none of the brochures mentions this. The fact that the school has an induction loop is only mentioned once.
Information board at Copenhagen Business School
A number of educational institutions provide information boards at the entrance, showing the location of rooms. Boards should be placed at eye level for both walkers and wheelchair users - i.e. between 125 and 160 cm.
+ Standard symbols.
+ Colours and pictograms facilitate orientation.
÷ No tactile information.
Accessible web pages
Web pages should be accessible for the widest range of users possible. Users are e.g. blind and visually impaired persons, but also reading disabled and persons who cannot use the mouse for the pc. For instance, the site should include text enlargement features, good contrasting colours between text and background, and pictures and graphics should be explained by alternative text from a screen reader.
Out-door facilities
Arrival and parking facilities
The institution should be easy to find and easily accessible for pedestrians and cyclists as well as persons arriving by bus or car. Signs should be placed alongside the road, with clear directions to each department and to parking facilities. Signs should be illuminated after dark.
Access roads must be plain and solid with no steps or kerbs between parking areas and roads.
Level differences e.g. at kerbs can be reduced by lowering the kerbstones or using ramps with a slope maximum of 1:10. There must be a vertical edge of 25-30 mm for visually impaired persons.
Other level differences can be reduced by ramps (max. 1:20) or ground levelling (max. 1:25).
Ramps must be equipped with hand and wheel rails. For each 10 meters there should be horizontal refuges for resting. Access roads and paths should be illuminated with anti-glare lights. Traffic separation should be clearly marked - especially for cyclists and pedestrians.
The labour market training centre in Aalborg
+ Signs are clear and have good contrasting colours.
÷ No illumination.
÷ The vertical text is not easy to read.
Rougsøskolen in Ørsted
+ Bicycle racks are separated from pedestrian areas.
The University of Copenhagen in Njalsgade
+ Five disabled parking lots are placed close to the on-the-level entrance.
+ Visual guidelines are clear: Pictograms are painted on the slabs and there are signs with symbols - unfortunately they are reversed!
÷ Slabs should be used for short distances only, as they are uncomfortable for wheelchair users.
Skive Business Academy
+ Water sounds help orientation for visually impaired. It is easy to find the entrance if you know which way to go from the fountain.
+ Different surface materials and paving stone kerbs warn a blind person about the water.
+ The fountain is illuminated.
÷ The bench has no armrest.
÷ There is no kerb ramp to the pedestrian area.
Vestermarkskolen in Odder
+ There are three entrances to Vestermarkskolen. They are all located near the parking facilities. Ground levelling has eliminated level differences. The slope is less than 1:25, and therefore handrails and refuges are not required.
+ Slabs are illuminated.
+ The entrance is clearly illuminated and marked by changing surfaces and good contrasting colours.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility at www.dcft.dk http://www.dcft.dk
Out-door facilities and playgrounds
The institution must be able to provide access for all to playgrounds, gardens and paths.
Roads and paths should be illuminated. Surfaces should be antiskid and slopes should be of max. 1:25. Guidelines should be in the form of tactile slabs, kerbs or differentiated surface materials to show the right way and give warning of cross roads etc.
Munkevængets Skole in Kolding
+ The playground has antiskid paths.
+ The perimeters of the pedestrian area can be felt with a "white stick".
The college of education in Ikast
+ Classrooms have ramps to exit and escape route.
+ The main part of the building is surrounded by even, antiskid surfaces of gravels rolled down in asphalt.
÷ The wooden ramp is too sharp.
÷ The wooden ramp has no refuge.
The folk high school in Løgumkloster
+ A small atrium covered with big glass surfaces gives a natural light in the pedestrian area.
+ There is on-the-level access to the atrium.
+ The atrium is equipped with benches for resting and enjoying the green environments.
÷ There is no ramp leading to the atrium centre.
÷ There are no contrasting stripes on the glass surfaces.
÷ The edge is not marked or tactile. Blind people might fall over.
Housing exhibition (Bo01) in Malmö, Sweden
+ Spices and vegetables in the barrels are within the reach of wheelchair users.
÷ Wheelchair users cannot maintain the beds because the barrels are too high.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility at www.dcft.dk http://www.dcft.dk
The entrance can be easily found, if it is properly marked and directions in access roads are clear and logical. The entrance should have on-the-level access and level differences should be eliminated with ramps.
The entrance should be illuminated and preferably covered. There should be a flat landing of min. 1.5 x 1.5 m. in front of the door.
Scraper mats should be lowered and levelled with the landing. Tilting mats and loose ramps should not be used. Doors must be easy to find and open. Automatic doors are preferable. Sliding doors are recommended.
The labour market training centre in Aalborg
+ Tactile slabs are useful as guidelines for visually impaired persons. Other materials might be used as well.
The adult education centre in Hjørring
+ The entrance is easy to identify. The colour makes it easy to find as well.
+ Bicycle racks at the left are separated from the pedestrian area.
+ The access area is illuminated with guiding light.
+ There are no level differences in the area between parking spaces and entrance.
+ Automatic glass doors have transverse contrasting stripes.
÷ The benches have no back support or arm rests.
Munkevængets Skole in Kolding
+ A ramp is placed alongside the stairs to the entrance.
÷ The stairs have no hand rails, nor lights and contrasting stripes.
Aarhus Business School
+ The ramp is well integrated with the surroundings.
+ The ramp width is approx. 1.5 m.
÷ The rail does not flush with the slope.
÷ The rail is missing in one side.
÷ The slope is a little sharper than the prescribed maximum of 1:20.
÷ There are no tactile markings to alert visually disabled people to the location of the stairs.
Aarhus Business School
+ Here are automatic sliding doors and on-the-level entrance.
+ The scraper mat is properly lowered and the holes have the right dimensions. They must be less than 10 x 20 mm or the diameter must be less than 20 mm. It is recommended to avoid expanded metal surfaces for the sake of guide dogs.
÷ The glass door has no contrasting colours or marking.
The school of upper secondary education and higher preparatory examination in Viby, Aarhus
+ A step has been removed from the entrance
+ There is an on-the-level scraper mat in front of the entrance.
+ The door is remote-controlled.
÷ There are no contrasting stripes across the glass door.
The college of education in Ribe
+ Three-level door handles.
+ The door handles provide good contrast to the glass surface.
+ There is a tactile refuge in front of the entrance.
+ There is on-the-level access (door steps should be maximum 25-30 mm high).
÷ The doors are heavy.
Munkevængets Skole in Kolding
+ The different colours supplemented with written information on the entrance doors facilitate orientation.
+ The colour on the door provides good contrasting to the wall.
+ Level differences are eliminated with a ramp and a refuge with a lowered scraper mat.
÷ The refuge dimensions are below 1.5 x 1.5 m.
÷ The slope is more than 1:25.
The labour market training centre in Aalborg
+ There is an automatic door next to the revolving door, the latter being non-accessible for wheelchair users.
+ The automatic door switch is placed in the right position, 0.9-1.2 m from the floor, and approximately 50 cm from the corner. There is also an outdoor switch.
÷ The glass door has no contrasting marks at the level of 1.2 - 1.6 m.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility at www.dcft.dk http://www.dcft.dk
Inside the building
The overall design of the institution indicates whether users find it easy to orientate themselves or not. Good and logical layout and design of buildings and outdoor facilities are important elements for those with cognitive disabilities and visual impairments in particular, but important also for all other users.
In some schools the rooms are designed so that they are all easily accessible and only a short distance from a communal area (e.g. the canteen) and from each other.
Throughout the years many institutions have, however, extended facilities and connected new and old sections with long pedestrian areas.
Clear information and illumination are important elements in all types of design and layout. Maps with tactile information, guiding signs with text and symbols and signs on the doors help everybody finding their way in the institution.
The school of upper secondary education and higher preparatory examination in Grenaa
+ A one-storey school with rooms placed around an assembly hall.
+ Another building, enclosing a yard, has been added at a later stage. Level differences between the two buildings have been eliminated by a ramp.
÷ The ramp is too sharp.
Skive Business Academy
+ Classrooms are placed around communal areas, such as the canteen.
÷ The pedestrian area alongside the canteen leads to classrooms, but some areas are blocked by furniture and other equipment.
The public library in Hillerød
+ Tactile surfaces facilitate orientation. Differentiated surface materials are often sufficient, but tactile surfaces provide better information about new directions and crossings.
Tovshøjskolen in Aarhus
+ Many schools name each building or yard (here: "Det Blå Hus" - The Blue House) to give it some identity and to facilitate its localization. The sign here is very clear, featuring the colour (blue) as well as a simple illustration next to the text.
+ It is easy to find the right room, even for dyslexics.
÷ Reader-friendliness is reduced by the use of upper case letters.
The folk high school in Løgumkloster
+ Areas of specific scent and sound facilitate orientation for those who are visually impaired
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility at www.dcft.dk http://www.dcft.dk
Disabled or not - and no matter what kind of disability - everybody should be able to get about easily and without facing any dangerous situations. Therefore, doors and pedestrian areas must be sufficiently wide, surfaces must be properly marked, contrasting colours should be frequently used and level differences must be eliminated with ramps (max. 1:20). Stairs must be easily accessible and access to lifts must be provided.
Strandskolen in Aarhus
+ Fire doors are often difficult to open, but they can be kept permanently open if an automatic door closing system is installed. The doors will close automatically if the fire alarm is activated.
+ The door has a clear contrasting colour.
The labour market training centre in Djursland
Emergency exits must have on-the-level access - i.e. no stairs or other barriers must impede access to the exits.
+ There is on-the-level access to the emergency exit at the centre in Djursland. It is reached via the main entrance or the students' entrance.
The school of upper secondary education and higher preparatory examination in Grenaa
+ Cloakrooms are roomy and centrally placed. Windows are placed high up and give good illumination throughout the room.
÷ Benches are too low and they lack arm- and backrests. The seat height should be 44-48 cm.
The college of education in Ikast
+ The ramp fits into the surroundings. The level difference is properly hidden by the placement of the curved bench alongside the ramp.
+ The ramp edges are well marked with a white contrasting colour.
+ Stairs are supplemented by a lift.
Højvangskolen in Aarhus
Until 1995 ramp slopes were allowed up to 1:12. In 1995 national regulations were changed, implying a reduction of slopes to 1:20 in reconstructions and larger renovations. Ramp width shall be min. 1.5 m. Handrails must be ergonomic, in clear contrasting colours and they must not conduct heat or cold.
+ There are handrails alongside both sides of the ramp.
÷ The handrails are not ergonomic and it is not possible to get a good grip.
The MarselisborgCentret in Aarhus
+ The stairs have risers. The lower edge of the riser should be approximately 3 cm inverted from the upper edge. The nosing on the stairs must be well marked and level with the tread.
Outline of stairs with measure indications
Jægergaarden in Aarhus
+ Ergonomic handrails are made in wood.
+ The wooden material does not conduct heat or cold.
÷ It is difficult to get a good grip of the handrails.
The adult education centre in Hjørring
+ Stairs should be identified by tactile surface changes to guide visually impaired persons. Here changes are marked with three metal bands in the floor. Differentiated surface materials could also be used to mark where staircases begin and end.
+ The staircase surface is made of antiskid materials.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility.Lifts
Lifts must provide adequate space for big wheelchairs. Minimum inside measurements should be 1.4 m (depth) and 1.1 m (width) and preferably larger than this, in order to be sure the lift is fully accessible for all kinds of wheelchairs.
The control panel should be mounted 0.9 - 1.2 m from the floor.
The University of Copenhagen at Frue Plads
+ It is often difficult to construct good lifts inside an old building. The University building at Frue Plads in Copenhagen is a listed building. In each of the three floors one of the rooms has been devoted to create space for the lift. The lift has won the European Union Helios Award for Accessibility to building and environment.
The labour market training centre in Djursland
+ An open platform lift has been installed, providing access to all floors.
÷ The control panel needs to be constantly activated which might be difficult for people with poor motor skills.
The labour market training centre in Aalborg
There are many different kinds of platform lifts. They are slower than traditional lifts. Platform lifts without type approval are allowed to lift up to a maximum of three meters high. There is no height limit for approved lifts.
+ The platform lift is well integrated with the surroundings.
÷ The bowl of plants is too close to the lift - minimum distance should be 1.5 m..
The school of upper secondary education and higher preparatory examination in Viby
+ The lift is roomy. The control panel is tilted and placed at an appropriate height and in a central position in the lift cab.
÷ Control buttons are difficult to depress.
The University of Copenhagen, Faculty of Law
+ The control panel has tactile numbers indicating each floor. Easy-touch panels should be avoided, as people with visual impairments cannot feel the panel buttons.
+ There are clear contrasting colours between the numbers and the background.
+ Symbols and numbers appear next to the buttons.
Skive Business College, the courses department
÷ A stair lift is less user-friendly than a traditional lift and users sometimes feel uncomfortable by using it.
+ The stair lift is folded when not in use and it does not take up space in front of the stairs.
+ The lift rail is also used as a balustrade.
÷ People with visual impairments might bump into the underside of the stairs. A bowl of plants or the like could be placed underneath the stairs as a tactile warning.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility.Disabled toilets
In any toilets section at least one cubicle should be accessible for wheelchair users.
Turning space in front of the toilet door must be at least 1.5 x 1.5 m. The clear door opening must be at least 77 cm. Thresholds must not be higher than 2.5 cm, but preferably they should be omitted. The turning circle in the room should be at least 1.5 m, and there should be no equipment to bump into within this distance.
The height of the toilet seat must be approx. 48 cm. The washbasin must be mounted high enough to provide space for wheelchair users' legs. All fittings must be within easy reach (e.g. with extended grabs) and easy to operate. Soap dispensers and towels must be placed at a height between 90 and 120 cm. Locks must be smooth and easy to operate as well. The mirror should be placed so that it can be used whether you stand up or sit down.
Skive Business College, the courses department
+ The door is easy to find. It is clearly marked with pictograms.
+ The door is sufficiently wide and handles are easy to operate.
÷ Pictograms are not tactile, leaving no possibilities for those with visual impairments to locate the right door.
Aarhus Stadium
+ Door handles are ergonomic. Pushdown handles are recommended.
+ The pull handle prevents the hand from "slipping off".
+ The long lock handle is easy to operate.
The school of occupational therapy and physiotherapy in Aarhus
+ The toilet has armrests on each side. The distance between the armrests should be approx. 60 cm. and they should be mounted approx. 0.8 m. from the floor.
+ Armrests are adjustable, in height as well as in width.
+ The toilet roll is placed on the front of the armrest.
The college of education in Ribe
+ Contrasting colours facilitate the identification of fittings and other equipment.
÷ The paper holder is placed too high.
÷ The mirror is placed too high.
Aarhus Stadium
+ The washbasin can be reached from the toilet. The basin is movable as it is mounted on a rail.
+ Fittings are easy to reach and operate. The long swivel taps and the long handles facilitate operation.
The Arena in Aarhus
+ The washbasin extends away from the wall and the drain is up against the wall, facilitating accessibility for wheelchair users. The distance between the wall and the front line of the basin should be approx. 0.6 m.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility.Entrance to classrooms
For interior doors the minimum clear opening is 77 cm. Wide doors do of course facilitate access for larger wheelchairs, and the preferred minimum opening is 87 cm.
Doors must be easy to open and they should not resist a force higher than 2.5 kp. Door closers should be adjusted to the lowest force possible.
Højboskolen in Hørning
Sliding doors must be smooth and with ergonomic handles. A plain bow handle is preferable. The door should stop before the handle reaches the door case, so that fingers are not trapped in the door.
+ Wide sliding doors like the one shown above are the most flexible ones, as the two rooms can be combined to one.
The adult education centre in Hjørring
+ Contrasting colours between doors and walls facilitate location of the doors.
÷ Illumination in the hall is too weak.
÷ The centre is newly built, however doors are one centimetre too narrow according to the minimum requirements of 77 cm.
Tofthøjskolen in Storvorde, Aalborg
+ All rooms have on-the-level access. Doorsteps must not exceed 2.5 cm. in height. They can most often be removed and replaced by metal rails or, like here, rubber rails hiding the shift in surface materials.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility.Classrooms designed for flexible use
Educational programmes are becoming increasingly more project-orientated and differentiated, and the number of students attending each class continues to rise. Many classrooms have become old-fashioned and are refurbished to fulfil today's demands with regard to flexibility and multi-use possibilities. Pupils and students should be able to move around freely in a project-orientated environment and everybody should be able to benefit from all the facilities.
Vestermarkskolen in Odder
+ Classrooms are placed in a circle around the multi-room.
+ The multi-level roof light gives good illumination throughout the day.
+ The wooden floor surfaces are easy to clean.
The school of upper secondary education and higher preparatory examination in Grenaa, the physics laboratory
+ Roomy surroundings provide good opportunities for various kinds of teaching.
+ The tables have sufficient free space underneath.
÷ Cupboards under the washbasin hinder accessibility for wheelchair users.
Højboskolen in Hørning
+ Rooms are bright and designed for flexible use.
÷ The edges of the tables hinder accessibility for wheelchair users.
Højboskolen in Hørning
+ Workbenches in the chemistry laboratory can be adjusted manually.
+ Ventilation is provided at each workstation.
÷ Cupboards under the washbasin hinder accessibility for wheelchair users.
Rougsøskolen in Ørsted
+ You can stand on the platform and reach the table.
The school of occupational therapy and physiotherapy in Aarhus
+ Kitchen tables are adjustable in height, so that appropriate work facilities are provided for all students, including wheelchair users. Some tables can be mechanically adjusted by the use of a steering arm, whilst others, like the one shown below, are operated electronically.
+ Wall cupboards have ergonomic handles.
+ Wall cupboards can be adjusted to table level. The cupboard is automatically pushed forwards when it is lowered
+ The easy-touch panel facilitates the adjustment of cupboards.
Public baths in Hinnerup
+ Wheelchair users and those with restricted mobility can use the ramp leading into the hot water pool.
+ The handrail is flush with the ramp, also under water.
Tovshøjskolen in Aarhus
+ The adjustable bench in the locker room facilitates dressing and showering for wheelchair users.
÷ The floor is slippery when it is wet.
Højboskolen in Hørning
Gyms are often constructed at a lower level than the rest of the school, to make the building look lower than it actually is. Therefore, it is important to consider the construction of ramps or lifts in new gyms.
+ The gym and locker rooms are easily accessible as they are constructed level with the rest of the school.
The school of upper secondary education and higher preparatory examination in Grenaa
School libraries play a key role in project-orientated teaching. Libraries should be roomy and provide adequate working conditions and good illumination. Please see page 44 for details about illumination.
+ The library provides good space around the tables and between the shelves.
+ PC workstations are installed in the library.
The folk high school in Løgumkloster
Lecture rooms are often tiered to provide the best view possible for all students. This means, however, that wheelchair users have to sit either at the back or the front.
+ There are no level differences in the lecture room.
+ Worktables in the lecture room provide good space for taking notes etc.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility.Study Center for Students with Special Needs
The University of Aarhus has a separate department, established 15 years ago, which specialises in the needs of blind and visually impaired students. A few years ago six special designed workstations were installed and they are now used together with the other facilities offered to blind and visually impaired students, at the Study Center for Students with Special Needs - the only one of this kind in Denmark.
Facilities at the Study Center include:
• PCs with screen readers and speech synthesis systems. The speech synthesis system converts written text (including web based text) to audible speech
• Scanner, Braille printer and ordinary printer
• Closed Circuit TeleVision (CCTV) - an advanced reading system enlarging texts and changing graphics according to the needs of people with visual impairments
• Photocopying machine for text enlargements
• Tape recorders for recording talking books in foreign languages
• Connection lines between the PCs at the Study Center and software which allow students to produce Braille from the ordinary PCs available at the Center
• Books in Braille, audiotapes and CD-Roms.
Software includes programmes for text enlargement and there are connection lines between the Center and the databases at the University and the State and University Library in Aarhus.
Approximately 20 students use the facilities at the Center on a regular basis. The six workstations are maintained and updated by an IT consultant, who is blind himself. Many students have their own laptop that can be connected to the network at the Center.
Facilities at the Center are not only for blind and visually impaired persons, but also for dyslexics and persons suffering from cerebral palsy, who might use e.g. a scanned text read aloud by the computer as a support facility in their work. Unfortunately it is not yet possible to connect the e-mail systems at the University with the Center's screen readers, but this will be solved in the near future as the Center plans to install its own server.
The Center works on the possibility of scanning and adjusting texts for blind people - a so-called "immediate service" facility. This would mean that blind people would get immediate access, not only to books and compendiums prescribed for tests and exams, but also to a wider range of literature available within the chosen study subject
The University of Aarhus
Jane Nielsen and Christian Bundgaard are two of the students who benefit from the facilities at the Study Center. The CCTV on the left is used by visually impaired for text enlargements. The scanner next to the CCTV transfers texts to Word files.Indoor environment, acoustics, illumination and furniture
Indoor environment
Pupils and students spend a lot of their time indoors so it is important to have high-quality buildings, furniture and other indoor equipment and to ensure that they are well maintained. Painting and construction materials should be decontaminated and dust-repellent and surfaces should be easy to clean, by the use of un-perfumed and non-allergic cleaning materials.
A good indoor environment has a positive effect on the work efforts of students as well as staff and makes it easier for allergy-sufferers to feel comfortable.
Skive Business Academy
In many schools carpets have been replaced with wooden floors or linoleum. Newly built schools are often equipped with natural floor surfaces, like here China slate.
+ The slate material is antiskid and easy to clean.
÷ Tiled floors are often reflective.
÷ Tiled floors are hard and might be uncomfortable to walk on.
Rømø School
It might be difficult to see if ventilation shafts are properly cleaned, as the air grating is often the only visible device. Proper cleaning and regular maintenance is therefore crucial. Ventilation systems should include pollen filters and these must be replaced regularly.
+ Ventilation pipes are rinsed on a regular basis.
Højvangskolen in Aarhus
Many buildings used to have old ceilings made of aluminium metals with asbestos materials inside. These have been replaced with appropriate and also sound absorbing materials, such as wood fibre, which unfortunately attracts a lot of dust. But a smooth surface on wood fibre plates will remedy this, and reverberation will still be minimized.
+ Wood is a natural and sound absorbing material for ceiling lining.
÷ Rough wooden surfaces attract a lot of dust.
Rømø School
All surface materials must be washable and the surfaces easily accessible.
+ At Rømø School the use of cleaning materials has been limited to a minimum. Floors are washed three times per week in hot water only, plus once a week in hot water and cleaning materials that are both biodegradable and non-allergic.
+ All rooms are ventilated after cleaning.
Rømø School
+ All curtains have been replaced by roller blinds chosen by the pupils - these attract less dust and are easy to wash.
Smoking
Smoking causes a lot of problems for asthmatics and allergy sufferers. Smoking is now prohibited in all buildings of the Folkeskole in Denmark during daytime, but as the buildings are often used for evening classes as well, the smell of tobacco often clings to the rooms. The Danish Asthma and Allergy Association recommends that all educational institutions introduce a smoking policy.
Rømø School
+ Old and dust-attracting notice boards have been replaced by cotton boards, attached to rails at the wall and covered by cheap cotton materials that are easy to replace.
÷ Cotton also attracts dust and therefore some schools use only whiteboards and non-toxic pens.Acoustics
Good acoustics in a building ensure minimum reverberation. Unfortunately sound absorbing materials such as curtains and wood fibre plates that minimize reverberation, often causes problems with the indoor environment.
To remedy on this it is recommended to use wood for ceiling lining, roller blinds instead of curtains, baffle plates made of plaster etc. Reverberation will also be lowered if big rooms are split up in smaller units and if they have variously-angled walls.
The folk high school in Løgumkloster
Hearing impaired persons with hearing aids can use an induction loop for support. The induction loop sends out an electric signal from a microphone set, a TV set or a radio connected to the loop, through a wire in a closed loop. The wire loop is placed in the room and the sound is transformed directly to the user's hearing aid via a telecoil that receives the electric signal.+ The induction loop in the lecture room is connected to a standard speaker's system.
The Rudolf Steiner School in Skanderborg
+ The Danish Rudolf Steiner Schools use a lot of variously angled walls and rounded angles in the design. 90-degree angles are omitted where possible, featuring good acoustics in the rooms.
The college of education in Ribe
+ The plaster wall in this new college wing absorbs the sound and is well integrated with the surroundings.
÷ Slats in the acoustic walls attract dust.
The folk high school in Løgumkloster
+ Hollow brick walls fit well into larger rooms, e.g. the lecture room as shown above. Brick facing reduces reverberation.
÷ Brick hollows attract dust and therefore they must be vacuum-cleaned on a regular basis.Illumination
Good quality anti-glare lights have a positive effect on work efforts of persons with visual impairments. Lights should not give off unnecessary heat. The National Institute for Blind and Partially Sighted Children and Youth in Denmark recommends light intension in school buildings to be as follows:
• In general-purpose rooms: 4-800Lux
• In pedestrian areas: 200Lux
• In classrooms: 600Lux
• At workstations: 2 000Lux
Paths and pedestrian areas in particular should be illuminated with anti-glare lights for better orientation.
The folk high school in Løgumkloster
+ Ceiling lamps all over the room feature a good light. Lamps should have anti-glare bulbs.
For further requirements and recommendations, please see the web site of the Danish Centre for Accessibility.Furniture
Furniture should be designed for flexible use and it should be adjustable according to users' size and requirements. Tables must have sufficient free space underneath (minimum 68 cm) to facilitate access for wheelchair users. Some tables and chairs are adjustable in height, so that they meet with most users' needs.
Closed cupboards, lockers etc. are preferred, as they attract less dust than open ones.
All surfaces must be easily accessible and easy to clean
The college of education in Ikast
+ Chairs can be adjusted in height.
+ Tables are easily accessible for wheelchair users, as they have no edges.
÷ Tables cannot be adjusted in height.
The school of occupational therapy and physiotherapy in Aarhus
+ The library desk has a low part, which can be reached by wheelchair users.
+ The librarian can adjust the desk according to his or her needs.Planning and action - some examples
Kolding: Cooperation with the Disability Council
Kolding Municipality works to improve accessibility at Danish educational institutions, of which only a few meet with all public standards and requirements.
Guidelines for the municipality's work are based on the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities. The task of keeping school buildings up-to-date and accessible for all is under the responsibility of the municipality. Accessibility issues are also an integrated part of all building and maintenance work.
In 1996 Kolding Municipality decided to follow the 22 UN Standard Rules, and the Town Council adopted an action plan for the construction and maintenance of school buildings, based on a systematic mapping out of the existing facilities with regard to accessibility and an analysis of the educational and pedagogical challenges to meet with.
Staff in the municipality has been kept well informed and motivated throughout the process, and this has been crucial for the implementation of the action plan.
In 1997 the Town Council earmarked 150 million Danish kroner to the initial renovation of school buildings during the period from 1997 - 2001. In 2001, 11 out of 16 school buildings had been renovated and enlarged.
Ib Hansen, head of the municipality's educational committee, informs that compliance with accessibility requirements forms part of the general building requirements. The Town Council has earmarked another 146 million Danish kroner for the building work to be carried out in the period 2002-2005.The work is carried out according to plan
Kolding Disability Council was established in 1998, and since then all planning within the field of disability has taken place in collaboration with the Council.
Ib Hansen informs that decisions are taken in collaboration with users of the buildings. Users are either members of the steering committee of a specific building project, or they can be elected to participate in panels set up for specific purposes.
The goals of the action plan in Kolding Municipality have been followed up to date, and the plan is adjusted on a yearly basis, according to the number of pupils and students enrolled in the institutions. Building quality and standards are overhauled every forth year by an external consultant, and the Town Council subsequently decides on the budget for the next four years.
Reactions to the consistent planning in Kolding have been very positive.
“We have taken advice mainly from the Disability Council. We find it strange that no other municipalities has asked us about the action plan", says Ib Hansen.
In 2000 Kolding Municipality received a price from the Danish Foundation for the Disabled for its efforts to promote accessibility in educational institutions.
Brændkjærskolen is one of the schools renovated in Kolding.
A face-lift to the labour market training centres
Within the past years 23 Danish labour market training centres have made significant improvements of accessibility to the buildings, by means of financing from the government. At first, facilities for disabled students at the centres were mapped out, and on the basis of this an action plan was elaborated.
In the mid-nineties the National Labour Market Authority decided that accessibility and service for students with special needs at the labour market training centres should be improved.
The Government allocated a budget of 23 million Danish kroner over four years, covering the period 1998 - 2001. Half of this budget was earmarked for improvements of the physical accessibility to the centres.
In 1996 architects from the company Bahn Arkitekter mapped out the centres' facilities and accessibility standards and subsequently elaborated a detailed report including price quotes for lifts, toilets, ramps etc.
The budget allocated was not enough to cover all tasks to be performed, and therefore the Labour Market Authority asked each centre to prioritise its needs for improvements.
The Labour Market Authority then elaborated an action plan to solve the concrete tasks. Priorities were set mainly for improvements of facilities for wheelchair users, e.g. lifts, automatic doors, disabled toilets, parking spaces, ramps and the like. The needs of visually impaired students have also been considered, e.g. by the construction of tactile surfaces.
Furthermore, the Labour Market Authority has entered into an agreement with the Danish Centre for Technical Aids for Rehabilitation and Education in Aarhus. The Centre provides free access to aids, induction loops and other equipment for hearing impaired students.
The Labour Market Authority has evaluated the project on the basis of reports from the labour market training centres, and the overall outcome is judged to be very satisfactory.
The labour market training centres disability web sites
The project has enabled the labour market training centre in Aalborg to install this lift.
GIS and accessibility
Geographic Information Systems (GIS) consist of hardware and software that make it possible for digital maps to be overlaid with data. The maps might include a wide range of information such as land register data, technical infrastructure and aerial photos, and the system allows the user to add additional layers of information according to his or her needs.
The Danish National Research and Education Buildings own the majority of the buildings used for higher education programmes in Denmark. This institute has initiated a GIS pilot project about accessibility and maintains a trial web site. Roskilde University is the first trial search possibility of the new web site.
Information about accessibility to educational institutions in Denmark can be found at http://vejviseren.emu.dk You can click the national map or search the list to find information about a specific institution and its accessibility standards.
An evaluation of the pilot project, performed in cooperation with the users of the new site, will determine whether the system should be enlarged to cover accessibility information for other educational institutions as well.
An example of the system's usability could be described as follows: A student in a wheelchair plans to follow a course at the University of Aarhus. Teaching will take place in four different buildings. By using GIS she will be able to locate the buildings, the nearest parking spaces, distances between the buildings and the easiest way to get about in a wheelchair. The system will show information about facilities for wheelchair users in each building directly from http://vejviseren.emu.dk.
The project has now been completed at Roskilde University. Results are of interest, as the mapping out of accessibility standards is only one of the features offered by the system. In 2003 The National Research and Education Buildings will publish the results of the project evaluation.
Please note that the project is conducted in cooperation between The Danish National Research and Education Buildings, the Danish Centre for Accessibility and BlomInfo A/S, a mapping and GIS company. Information other than route planning is fictive.
Aarhus University - each building can be viewed by zooming in on the aerial photo.
Aarhus University: Equal opportunities for all students
At Aarhus University guidance for students with special needs is coordinated at the Study Center for Students with Special Needs - the first one of its kind in Denmark. The Center was initially directed towards the needs of blind and visually impaired students, but today all students with disabilities can benefit from its facilities.
The Center offers guidance for students with physical or intellectual disabilities and for other students with special needs, such as those who have Danish as their second language.
The Center is lead by coordinator Willy Aastrup and provides guidance, administration and coordination within the following areas:
• Special services such as free access to technological aids and talking books, remuneration of sign language interpreters and administrative staff, advisory support at the practical level
• Remedial instruction
• Information about exemption grants and specific examination forms
• Accessibility
• Workstations for students with visual impairments.
The Center's overall aim is to ensure equal opportunities for all students qualified to embark upon a study course. No one should be excluded for disability or any other reasons emerging from the physical or social environment, and opportunities should not in any way be less favourable for students with special needs.
In January 2001 the institutions of higher education took over responsibility for the provision of support facilities to students with special needs - a task that was formerly assigned to the municipalities. Coordination of the institutions' efforts has thereby been facilitated a great deal.
The State Education Grant and Loan Scheme in Denmark is the organisation that administrates the funds granted by the Ministry of Education to run the Center in Aarhus.
Aarhus University does not offer the same level of accessibility to all of its buildings. For instance, persons with visual impairments will meet with difficulties when they enter certain buildings at the University, and wheelchair users cannot get access everywhere. But the Study Center, the technical and administrative staff and the responsible bodies cooperate together to face with these obstacles.
Visually impaired students can attend mobility training at the beginning of a study course, and this will enable them to get about in areas where no tactile information is offered.
Only few of the classrooms are equipped with induction loops but mobile loops can be borrowed at the University.
Aarhus University, the Nobel Park – a ramp is placed alongside the stairs.
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Legislation and standards
Legislation on building in Denmark is laid down in:
• The Building Act
• Building Regulations
Other specific regulation is laid down in:
• Circulars and orders
• StandardsThe Building Act
The current Building Act dates back from 1977, and subsequent regulations and amendments are all based on this Act.
The Act lays down basic rules, principles and supplementary rules.Building Regulations 1995
The Building Regulations 1995 (BR 95) lay down regulations for all industrial and institutional buildings and contain a number of accessibility requirements. The regulations include:
• New buildings and extensions to existing buildings
• Rebuilding and major alterations
• Alteration of the use and purpose of existing buildings
• DemolitionsThe Building regulations are legally binding for all citizens.
Circulars and orders
Furthermore, there are several circulars, orders etc. dealing with various areas of the building sector, such as the circular on building and construction in consideration of persons with mobility impairments from 1972.
Standards
Standards are guidelines offering appropriate solutions based on concrete knowledge and experience. They are introduced on the initiative of ministries and other governing bodies within their field of relevance. In case the Building Requirements refer to a standard, the standard will be legally binding.
Accessibility for all
Standards within the field of disability include: DS 105 "Outdoor areas for all" (1995), DS 105.2 "Recreational areas for all" and DS 3028 "General accessibility" (2001).
The Danish disability organisations support the DS 3028 guidelines of accessibility requirements to the built-on environment.Links
Danish Ministry of Education
Frederiksholms Kanal 21, 1220 Copenhagen K., Denmark.
Tel: +45 33 92 50 00
www.uvm.dk (English version)
National IT and Telecom Agency: Useful tips on Web sites
Tel: +45 35 45 00 00
www.itst.dk
National IT guidelines
Danish Centre for Accessibility
P. P. Ørumsgade 11, Building 1, 8000 Aarhus C. Tel: +45 87 34 18 22
www.dcft.dk (English version)Design for All and accessibility. Fact sheets on accessibility solutions
The Equal Opportunities Centre for Disabled Persons
Bredgade 25, F, 4th floor,
1260 Copenhagen K. Tel: +45 33 11 10 44
www.clh.dk (English version)
Building Regulations 1995
The Danish Council of Organisations of Disabled People
Kløverprisvej 10B, 2650 Hvidovre
Tel: +45 36 75 17 77
www.handicap.dk (English version)The Danish Standards Association
Kollegievej 6, 2920 Charlottenlund
Tel: +45 39 96 61 01
www.ds.dk (English version)Information on standards and guidelines sold on the web site (cf. Publications).
Construction of educational institutions
www.rumformfunktion.dk
Co-ordination and dissemination of new and existing knowledge on the construction of educational institutions. Danish Ministry of Education (National Education Authority), Danish National Research and Education Buildings and Danish Building and Urban Research
Aarhus University Study Center for Students with Special Needs
Jens Chr. Skous Vej 3
8000 Aarhus C. Tel: +45 8942 2370
www.au.dk/studiecenter
Accessibility to educational institutions in Denmark
http://vejviseren.emu.dk Database. Information about accessibility to educational institutions in Denmark.
Allergy and indoor environment
Arbejdstilsynet (National Danish Working Environment Authority)
www.indeklima.dkWorking environment guides related to the indoor environment.
Astma-og Allergiforbundet
The Danish Asthma and Allergy Association
Universitetsparken 4, 2600 Glostrup. Tel: +45 43 43 59 11
www.astma-allergi.dk
The National Association of Hearing Impaired in Denmark
Site on noise prevention: www.stoj.dkDanish Centre for Accessibility
Web accessibility for all
www.dcft.dk (English version)www.w3.org/WA/International web accessibility guidelinesKanal 21, 1220 København K. Telefon 33 92 50 00
Schools mentioned in the publication
AMU Nordjylland, Sofievej 61, 9000 Aalborg (The labour market training centre in Aalborg)
AMU-Center Djursland, Centervej 2, Pederstrup, 8560 Kolind (The labour market training centre in Djursland)
Brændkjærskolen, Brændkjærgade 92, 6000 Kolding
Egmonthøjskolen, Villavej 25, Hou, 8300 Odder (The Egmont folk high school)
Ergoterapeut- og Fysioterapeutskolen, Skejbyvej 15, 8220 Risskov (The school of occupational therapy and physiotherapy in Aarhus)
Grenaa Gymnasium og HF, Jossiasensvej, 8500 Grenaa (The school of upper secondary education and higher preparatory examination in Grenaa)
Handelshøjskolen i København, Solbjerg Plads 3, 2000 Frederiksberg (Copenhagen Business School)
Handelshøjskolen i Århus, Fuglesangs Allé 4, 8210 Århus V (Aarhus Business School)
Hinnerup-Badet, Ådalsvej 88, 8382 Hinnerup (Public baths in Hinnerup)
Højboskolen, Toftevej 5, 8362 Hørning
Højvangskolen, Klokkeskovvej 1, Stautrup, 8260 Viby J
Ikast-Seminariet, Bøgildvej 10, 7430 Ikast (The college of education in Ikast)
Københavns Universitet, Hovedbygningen, Frue Plads, 1017 København K (The University of Copenhagen at Frue Plads)
Københavns Universitet, Njalsgade 80-90, 2300 København S (The University of Copenhagen in Njalsgade)
Københavns Universite, Jura-Huset, Studiestræde 34, 1455 København K. (The University of Copenhagen, Faculty of Law)
Løgumkloster Højskole, Brorsonsvej 2, 6240 Løgumkloster (The folk high school in Løgumkloster)
Munkevængets Skole, Munkevænget 2, 6000 Kolding
Ribe Statsseminarium, Simon Hansens Vej 1, 6760 Ribe (The college of education in Ribe)
Rougsøskolen, Rougsøvej 168, 8950 Ørsted
Rudolf Steiner Skolen Grønnedalsvej 16, 8660 Skanderborg
Rømø Skole, Engvej 1, 6792 Rømø
Skive Handelsskole, Arvikavej 2, 7800 Skive (Skive Business College)
Strandskolen, Nellikevej 1, 8240 Risskov
Tofthøjskolen, Tofthøjvej 32, 9280 Storvorde
Tovshøjskolen, Janesvej 2, 8220 Brabrand
Vestermarkskolen, Vennelundsvej 95, 8300 Odder
Viby Amtsgymnasium og HF, Søndervangs Allé 45, 8260 Viby J (The school of upper secondary education and higher preparatory examination in Viby)
VUC Vendsyssel Vest, Skolevangen 27, 9800 Hjørring (The educational training centre in Hjørring)
Århus Statsgymnasium, Fenrisvej 33, 8210 Århus V. The State school of upper secondary education in Aarhus)
Aarhus Universitet, Studiecenter for studerende med særlige behov, Jens Chr. Skous Vej 3, bygn. 453, 8000 Århus C (Aarhus University, Study Center for Students with Special Needs)8000 Århus C
Colophon
Published by: Danish Centre for Accessibility
Editor: Søren Ginnerup, Civil Engineer, Danish Centre for Accessibility
Text: Birger Agergaard, Journalist, Danish Centre for Accessibility
Illustrations: Søren Ginnerup, Claus Bjarne Christensen
Photos: Aage Lund Jensen, Birger Agergaard, Søren Ginnerup, Claus Bjarne Christensen, Lars Pedersen, Helle Bay, Philip Adrian, Karin Bendixen
Translation: ConnectionsDanish Ministry of Education, Project Steering Group:
Preben Siersbæk Larsen, Danish Ministry of Education, Project Manager
Lars Nielsen, The Danish Council of Organisations of Disabled People (DSI)
Hans Christian Rasmussen, DSI
Peter Birk Hansen, Danish National Research and Education Buildings
Poul Ebbesen, Danish National Research and Education Buildings
Anders Bjørneboe, Danish Ministry of Education
Birthe Bjerrum, Danish Ministry of Education
Søren Ginnerup, Danish Centre for Accessibility
Kenneth Hirsch Sørensen, Danish Regions
Jana Eger Schrøder, Local Government DenmarkPrint publication (in Danish) available from:
The Publishing Office of the Danish Ministry of Education
Strandgade 100 D
DK- 401 Copenhagen K.
Tel: +45 3392 5220
Fax: +45 3392 5219
E-mail: forlag@uvm.dk
Published by The Danish Ministry of Education, National Education Authority
ISBN: 87-603-2148-2 www. (electronic version)
ISBN 87-603-2146-6 (printed version)
Printed at: Phønix-Trykkeriet A/S
UVM 5-405
Extracts from the document are permitted provided a clear reference of the source is given
Elaborated in collaboration with: Danish Ministry of Education.
Extracts from the document are permitted provided a clear reference of the source is given
