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020 _a9789819999798
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024 7 _a10.1007/978-981-99-9979-8
_2doi
050 4 _aNA1-9428
072 7 _aAM
_2bicssc
072 7 _aART000000
_2bisacsh
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_2thema
100 1 _aShuayb, Itab.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_972418
245 1 0 _aInclusive Design and Accessibility Paradigms in Lebanon
_h[electronic resource] :
_bUniversity Built Environments Case Studies /
_cby Itab Shuayb.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aXIII, 251 p. 91 illus., 83 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction -- Chapter 2. The Lebanese disability right movement, law 220/2000, and its impact on the educational sector -- Chapter 3. Inclusive design verses accessibility paradigm -- Chapter 4. A review of a Lebanese accessibility guideline -- Chapter 5. Inclusive design at universities: the American university of Beirut case study -- Chapter 6. American university of Beirut findings -- Chapter 7. Proposals for inclusive university buildings -- Chapter 8. Can accessibility guidelines lead to an inclusive built environment? discussion of findings -- Chapter 9. Inclusive design teaching Pedagogy: Reflections on teaching inclusive design.
520 _aThis book describes the disability rights movement that started in the USA and its influence on the disability rights movement in Lebanon, which has led to the endorsement of the Lebanese Disability Act 220/2000. The book introduces the reader to the Lebanese Disability Act 220/ 2000, its definition of disability, and its relation to the medical and social models of disabilities and then articulate the Act articles. Then, it defines the inclusive design paradigm that acknowledges the needs of all people at each stage of their life cycle and presents the difference between inclusive design and accessibility and disability notions. Moreover, the book reviews the different international accessible design standards (American and French) that are adopted in Lebanon with the absence of a nationalized Lebanese design standard and its effect on eliminating barriers and enhancing accessibility at university buildings. Besides, the book presents students' experiences and their satisfaction with the university built environments. 6 university buildings case studies at the American University of Beirut are assessed and analysed to check whether they adopt the inclusive design approach and then propose inclusive design solutions for both heritage and modern university buildings. What makes the book unique is its combination of empirical and theoretical application of inclusive design. The last section, reflects the author’s inclusive design teaching pedagogy. In this section, the author shares samples of students’ class design project and provides recommendations and guidelines for teaching inclusive design so it becomes mainstream.
650 0 _aArchitecture.
_966049
650 0 _aEngineering design.
_964316
650 0 _aSociology.
_957193
650 0 _aPeople with disabilities
_xEducation.
_967591
650 0 _aLaw.
_959091
650 0 _aEducation and state.
_958709
650 1 4 _aArchitecture.
_966049
650 2 4 _aEngineering Design.
_964316
650 2 4 _aSociology.
_957193
650 2 4 _aEducation and Disability.
_967592
650 2 4 _aLaw.
_959091
650 2 4 _aEducation Policy.
_969626
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789819999781
776 0 8 _iPrinted edition:
_z9789819999804
776 0 8 _iPrinted edition:
_z9789819999811
856 4 0 _uhttps://doi.org/10.1007/978-981-99-9979-8
912 _aZDB-2-LCM
912 _aZDB-2-SXL
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