s7xa-2026-01-06_09_06_01-id-200-agbayani-tamma-revision.pdf
s7xa-2026-01-06_09_06_01-id-200-agbayani-tamma-revision.pdf
Equity in Design Accessibility of Transitional Spaces in Selected College Buildings in UP Diliman: An Assessment Based on BP three forty-four and Universal Design
CHAPTER ONE Introduction
CHAPTER ONE Introduction
Background of the Study
Education is a fundamental right that should be accessible to all people, regardless of their physical, cognitive, and learning abilities. An inclusive education ensures that all individuals, regardless of their backgrounds, have equal opportunities to learn, grow and participate in academic and social activities. Beyond promoting academic achievement, it also fosters positive attitudes toward persons with disabilities, encouraging understanding and acceptance within the community. However, accessibility in education goes beyond admission policies and academic accommodations. It requires a holistic approach that considers not only the curriculum but also the physical learning environment. A well-designed, inclusive built environment removes barriers that hinder students' participation and engagement, thereby advancing the broader goal of achieving quality education for all.
The physical environment of universities greatly influences how people experience and navigate their surroundings, shaping the way they work, interact, and carry out daily activities. To support these experiences, all areas within academic buildings should be thoughtfully designed to be accessible, comfortable,
and conducive to productivity, collaboration, and overall well-being. In this context, accessibility must extend beyond classrooms and other formal learning spaces to the circulation routes that connect them. These connecting areas, known as transitional spaces, play a crucial role in shaping daily interactions and movement within academic settings.
A transitional space functions as an area that facilitates the shift from one condition or activity to another. This includes main lobbies, hallways, staircases, elevators lobbies, and atriums. It acts both as a buffer and a physical connector, serving not only as a circulation route but also as an integral component that links different zones within a building. In academic environments, transitional spaces are characterized by their dynamic and flexible nature, as users typically occupy them for brief periods while moving between various activities or destinations. When designed with consideration for human diversity and accessibility, transitional spaces can enhance ease of movement, interaction, and engagement-contributing to a more inclusive and supportive educational environment for all building users.
One way to achieve this goal is through the concept of Universal Design. Originating from architecture, Universal Design promotes the creation of goods, services, and spaces that are accessible and usable by all people, regardless of ability, without the need for specialized modifications. When applied to education, Universal Design becomes a vital framework for creating inclusive learning environments that accommodate diverse needs. This principle is also recognized globally where the United Nations Convention on the Rights of Persons with Disabilities identifies Universal Design as a key approach to ensuring accessibility and inclusivity, underscoring the right of all individuals to equal access to public spaces, including educational facilities. In the Philippines, this principle is reinforced through Batas Pambansa three forty-four or the Accessibility Law, which mandates that both public and private infrastructures integrate accessibility features, aligning with the core values of Universal Design to foster a more inclusive and universal environment.
Incorporating these principles into the interior design of transitional spaces can significantly enhance the overall experience of all users, regardless of their background, age, or ability. By designing these spaces to be inclusive, designers do not only accommodate the needs of persons with disabilities but also elevate the quality, comfort, and functionality of the environment for everyone. Sensory Design is a multidisciplinary approach that integrates sensory experiences into the built environment. The design process aims to create environments that are not only accessible but create an engaging and stimulating environment for all users. Studies in neuroscience and biophilic design regarding sensory and spatial stimuli have demonstrated that focusing on sensory integration have implications that may affect the behavior, well-being, and cognitive functions of the building occupants. Therefore, fostering a healthier environment through tuning into the daily rhythms of the human physiology, intellect, emotion, behavior, and even spirituality. Sensory elements such as smell, tactility, and visual can leave lasting impressions on users' well-being for all kinds of people. Related to occupant health are sensory related factors called architectural stimuli: Noise Levels (auditory) and Air Quality (tactility) affecting sleep and focus and the Daylight spectrum and light glare (visual) on biochemical responses such as vitamin D and serotonin production, to name a few. A lot of sensory stimuli affects us either unknowingly or directly. For people with neurodevelopmental disorders like Autism, sensory design is a great integration for their spaces since they experience unusual sensory experiences. Sensory Design for Autism from a case study on an Autism Center illustrated some design strategies for a low stimulus environment, such as the positioning of spaces where toilets and kitchens should be far from the classroom and therapy areas, architectural fixtures should avoid flickering lights, and good acoustics is a must for sound dampening. But we also know that in normal environments, these design strategies are also being implemented but instead of calling it sensory design it is marked as good design overall. Pushing forward that designing for a universal space is beneficial for everyone involved. Whether you experience the world differently, buildings themselves can adapt to the users' needs, especially as technology progresses. Sensory design is an occupant/human-centered architectural approach that can be utilized further to develop the experience of the users of a space, aside from the physicality of accessibility features, integrating sensory design would be a step further into a more equitable space, especially in learning environments.
Despite the presence of these frameworks and regulations, challenges in actual implementation persist. In the Philippines, while existing policies and guidelines, such as Batas Pambansa three forty-four, along with the principles of Universal Design, aim to create barrier-free spaces, the actual implementation and effectiveness of these accessibility measures remain a challenge. In an academic setting like University of the Philippines-Diliman, where diverse users navigate various campus facilities daily, it is essential to assess whether these measures adequately support an inclusive environment.
The University of the Philippines-Diliman serves as the main campus of the University of the Philippines System, which is recognized as the national university through Republic Act nine thousand five hundred. Located in Quezon City, the campus covers four hundred ninety-three hectares and features a combination of historic and modern buildings that house various academic disciplines. These disciplines offer a comprehensive education that addresses multiple aspects of human behavior and development at both the undergraduate and graduate levels. It accommodates an average of twenty-four thousand enrolled students per semester, fostering a diverse academic community with a wide range of needs.
The nineteen forties marked the construction of several college buildings, many of which remain in use today. The planning and implementation of these campus infrastructures are handled by the Office of the Campus Architect, which is currently headed by Ar. Ringer Manalang. In response to the evolving needs of the academic community, the Office of the Campus Architect has completed several infrastructure projects throughout the years and continues to undertake new developments. Notable examples include Palma Hall and Melchor Hall, both completed in the nineteen fifties.
These buildings, while historically and architecturally significant, were constructed at the time when accessibility considerations were not yet a standard part of infrastructure design. It wasn't until July twenty-six, nineteen eighty-two, thirty-three years after these buildings were constructed, that BP three forty-four was enacted. The law stipulates the need for infrastructures, such as educational institutions, to start implementing accessibility measures for inclusivity of those with disabilities. Although UP Diliman's old buildings predate this regulation, they must still comply with this law, which also mandates renovations to address the lack of accessibility measures.
Following the enactment of BP three forty-four, additional buildings were constructed across UP Diliman, resulting in a campus with a mix of old and new structures. However, despite the law's mandate, accessibility issues still persist years later. Studies and testimonies surfaced highlighting the ongoing inaccessibility of the campus. A twenty fifteen award-winning thesis, Padayon U.P. para sa P.W.D.: An investigative study on the admission and accessibility of the University of the Philippines Diliman for persons with disabilities by Jhesset Enano, further supported this concern. Enano concluded that both old and newly constructed buildings lacked adequate structural accessibility measures, revealing shortcomings in the implementation of BP three forty-four.
To address these issues, the university formulated a Master Development Plan to standardize construction and development practices, which will build the framework for the development of university lands and infrastructure projects over the next ten years. The Master Development Plan was officially approved last thirty June twenty fourteen during the twelve thousand nine hundred eighty-eighth meeting of the Board of Regents. However, the effectiveness of this plan in addressing accessibility concerns remains uncertain, as more recent reports indicate persistent gaps in inclusivity across campus facilities. While there are efforts implemented by the OCA through ongoing projects to improve campus accessibility, including repair and renovation of sidewalks by adding ramps and tactile paving, certain issues still arise. These issues include how the UP Diliman's funding is primarily sourced from the national government, meaning that infrastructure projects-including those meant to improve accessibility-are often subject to budgetary constraints, government priorities, and administrative delays. This concern is even further compounded by recent allegations of corruption involving infrastructure projects within the university.
Media and Communication Office. This intensifies concerns regarding corruption, transparency, and accountability in the implementation of university infrastructure projects.
This issue can be further supported by recent reports, including a twenty twenty-four article from the Philippine Collegian, titled UPD PWDs Call for Accessibility Amid Lack of Inclusive Facilities, Services, which emphasizes the call for accessibility. It indicates that PWDs of the campus continue to struggle with inaccessible infrastructure. Stating that “... UP Diliman infrastructure is not accessible to all.” This ongoing issue underscores the need for stronger enforcement of accessibility policies, continuous assessment, and facility improvements to ensure that UP Diliman fosters a truly inclusive academic environment.
Despite the legal frameworks such as BP three forty-four and local institutional plans like the Master Development plan, there is a notable gap concerning the policy implementation and actual on-ground implementation. There should be more nuanced approaches to assessing aspects of a more equitable approach to accessibility design by incorporating universal and sensory design in the usual design process. Furthermore, the researchers have encountered a lack of research concerning a focus on interior transitional spaces, especially within university buildings. There is also a need for a standardized assessment tool aside from what is provided by the law, such as Universal Design assessment tools and Sensory Design integration guidelines.