Stages of the project

The project will last 2 years and includes 6 stages:
 

1. Preliminary study:

The three main stages of implementation are as follows:

• - Setting up nationwide and international networks
• - Analysis of the present situation
• - Researching existing teaching tools

2. Defining the theoretical profile

Three tasks will be carried out to define the theoretical profile:

• Analysing needs
• Establishing a reference frame of accessibility
• Designing a model course or workshop in architecture for all

3. Setting up a training scheme

Three tasks will be worked out during this stage:

• - Course structure
• - Training manual
• - Teaching kit

4. Validation

5. Finalising documents

6. Production and distribution

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1. Preliminary study

The three main stages of implementation are as follows:

• Setting up nationwide and international networks:
  
  Each partner will set up a network of collaboration with experts in that country, such as associations of handicapped persons, architects and training centres.
  These experts will be closely associated to the project. They will, above all, be sources of information in their fields and will provide their experiences and recommendations throughout the project. They will take an active part in distributing results.
  
  Ministerial and other government departments will also be involved in the project. In the matter of official training programmes and enforcing standards their collaboration is essential in order to ensure effective implementation of the project both at the nationwide international levels.
  
  The ANLH and SARP will undertake to spread networks at the international level by calling on European Union networks. The aim of these networks is to strengthen the political dimension of the project and to provide coordination with other Design for All initiatives in Europe.

• Belgian national network:

Consultants Direct
Members of the Belgian network

• Danish national network
• French national network
• Polish national network le

• Analysis of the present situation:
  
  The study of the present situation in the Aaoutils project focuses on the following subjects in each of the countries of the partnership:
  Social integration of handicapped persons, including housing, employment, family life, social life, citizenship, financial support (social security benefits, technical aid, human support, etc.); the notion of independence, etc..
  Accessibility to premises open to the public, to transport, etc.; legislation. Enforcement of legislation, standards, et..
  Training in architecture: specific training and teaching tools in the subject of accessibility.
  Dysfunctions of existing training: identify gaps in the training given to architects (architectural students, architects undergoing further training, etc.) and in the training given to teachers of architecture.
  With this in view, schools, universities and training centres will be contacted in order to ascertain whether or not specific training in accessibility is provided. Where they exist, private initiatives, whether provided as a supplement or in parallel, will be listed. Where other studies may have already been made on gaps and dysfunctions in this subject, they too may be taken into consideration.
   
• Researching existing teaching tools:
  
  Research into existing teaching tools will focus on the content of training in Architecture for All designed for students and architects in Belgium, in France, in Denmark and in Poland, and possibly in other European countries (for instance Sweden), or even in the United States (Universal Design).

 

2. Theoretical profile:

The objective of this stage is to define an ideal profile of training designed for architects and architectural students in the field of accessibility for handicapped persons (HP) and for persons with limited mobility (PLM) and in Design for All.

Three tasks will be carried out to define the theoretical profile:

• Analysis of needs
  
  This analysis of needs will make it possible to identify specific objectives in training, and at this stage a detailed report will be made on what an architect needs to know in order to design accessible buildings. This objective and knowledge relate to the principle of integration, to the physical problems of PLMs (persons of limited mobility), to these peopleís specific needs, and to standards of accessibility. This analysis of needs will also focus on the knowledge required by teachers of architecture.
  It will enable it possible to draw up a reference frame for accessibility in architecture, in other words list all the knowledge and skills required.
   
• Reference frame for accessibility:
  
  On the basis of the needs analysis a reference frame for accessibility in architecture, in other words all the knowledge and skills required, will be drawn up.
   
• Model course or workshop in accessible architecture.
  
  This profile of a course (theoretical and practical) will make it possible to fix the teaching content of the manual designed for teachers. The course profile will be designed using the accessibility reference frame. The aim is to draw guidelines for the course so that it can be integrated to existing programmes.

3. Training scheme

Three tasks will be carried out during this stage:

• Structure of the course:
  
  This training scheme may include several different forms of course ñ modules, workshops or traditional teaching methods, designed for students or for ongoing training for architects. The training scheme will include a theoretical dimension and a practical dimension, including such things as integrated exercises, training, role games, etc..
   
• Training manual:
  
  The manual is the main expected result of the project. Working methodology will consist on basing results of the earlier stages, and on setting stages at which the compatibility and relevance of the material can be tested. The final version of the manual will be based on results and comments made by trainees and teachers in the course of a test.
• Teaching kit:
  
  The teaching kits are a supplementary tool to the manual. They will deal with the following three subjects:

• Integration of handicapped persons and their particular needs,
• Technical recommendations and standards,
• Practical issues.

Each partner will establish a kit adapted to the partnerís country and in the language of that country.

4. Validation

Partners will have the kit validated in their respective countries. Two products will be tested:

• the training manual designed for teachers and trainers,
• the national teaching kits.
• The main objective in this stage is to validate the main products of the project with a view to making them as relevant as possible and ensure that they meet the needs. To help achieve this, comments and suggestions made by teachers and trainees will be taken into account. This stage will be carried out in close cooperation with associations of handicapped persons.

5. Finalising documents

The objective here is to finalise results. Three products will be finalised, two of which will have been validated in the course of the previous stage.

• Teachersí manual
• Teaching kits
• Internet site

6. Production and distribution

The objective of this stage is the production, translation, printing and distribution of the following four documents:

• Teachersí manual
• National teaching kits
• Internet site
• Leaflet presenting results

Partners, using their respective nationwide networks, will organise a seminar in each country for the purpose of giving the project maximum impact and ensure as wide a distribution as possible. Key figures in architecture, education, and handicapped persons will be invited to take active parts in these seminars (as speakers, for instance), or as participants. The aims of these seminars are to distribute the results as widely as possible, to give them media exposure means of a press conference, and to create awareness among politicians of the needs of citizens for citizens.  

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