Centrée sur l’intégration professionnelle, cette thèse emprunte un itinéraire de recherche qui, à partir de l’analyse des politiques sociales en faveur des personnes handicapées, se tourne vers l’étude de la réalisation de l’action publique repensée par le prisme de la non-discrimination. Deux axes structurent ce travail de recherche. Le premier axe porte sur l’évolution de la notion de handicap et son incidence sur la conception de l’action publique en direction des personnes handicapées. Le second axe s’articule autour de la mise en acte de l’exigence de non-discrimination à l’égard des personnes handicapées. / Focused on professional integration, this thesis follows a search path that from the analysis of social policies for people with disabilities, turned to the study of the implementation of public policy through the prism of redesigned non-discrimination. Two axes structure this research. The first area focuses on the evolution of the concept of disability and its impact on the design of public policy towards people with disabilities. The second theme focuses on the enactment of the requirement of non-discrimination against people with disabilities.

According to Section 29(1) of the Constitution of the Republic of South Africa, 1996 everyone is entitled to and has the right to basic education. “Everyone” includes disabled learners. The international framework regarding the right to basic education and the accessibility of the infrastructure for physically disabled learners in public schools was examined to determine whether or not South Africa complies with the formalities and obligations prescribed and what the implications are, if the state does not comply. To reach the purpose of the above statement made there has to be determined which legislation is applicable to disabled learners and a definition needs to be provided for the term „physical disability‟ (Chapter 1). Secondly the core of the research question concealed in the above statement and its applicable articles will be discussed as seen in General Comment No. 13 of the International Covenant on the Economic, Social and Cultural Rights (Chapter 2). Thereafter international legislation will be discussed with the focus on basic education, disability, the accessibility of the infrastructure and the obligations placed on the state (Chapter 3 and 4). The focus will then be moved to the regional framework and the provision made with regards to the right to basic education and disability (Chapter 5). The relevant constitutional sections will then be investigated before reaching a conclusion. The sections that will be taken into account are sections 7, 9, 28, 29, 36, 39 and 233 of the Constitution of the Republic of South Africa, 1996. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners„ rights to equality and to basic education. Another purpose is to determine to which extent South African schools are accessible to disabled learners in the provision of infrastructure of school buildings as it is now and the obligation that rests on the state to adapt the infrastructure (Chapter 6). After the discussion of the above mentioned chapters a conclusion will be reached on to what extent the state complies with its constitutional and international obligations to realize disabled children„s right to basic education can be come to (Chapter 7). The inaccessibility of public school buildings in South Africa and disabled children„s need for basic education has led to the research question. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2015

According to Section 29(1) of the Constitution of the Republic of South Africa, 1996 everyone is entitled to and has the right to basic education. “Everyone” includes disabled learners. The international framework regarding the right to basic education and the accessibility of the infrastructure for physically disabled learners in public schools was examined to determine whether or not South Africa complies with the formalities and obligations prescribed and what the implications are, if the state does not comply. To reach the purpose of the above statement made there has to be determined which legislation is applicable to disabled learners and a definition needs to be provided for the term „physical disability‟ (Chapter 1). Secondly the core of the research question concealed in the above statement and its applicable articles will be discussed as seen in General Comment No. 13 of the International Covenant on the Economic, Social and Cultural Rights (Chapter 2). Thereafter international legislation will be discussed with the focus on basic education, disability, the accessibility of the infrastructure and the obligations placed on the state (Chapter 3 and 4). The focus will then be moved to the regional framework and the provision made with regards to the right to basic education and disability (Chapter 5). The relevant constitutional sections will then be investigated before reaching a conclusion. The sections that will be taken into account are sections 7, 9, 28, 29, 36, 39 and 233 of the Constitution of the Republic of South Africa, 1996. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners„ rights to equality and to basic education. Another purpose is to determine to which extent South African schools are accessible to disabled learners in the provision of infrastructure of school buildings as it is now and the obligation that rests on the state to adapt the infrastructure (Chapter 6). After the discussion of the above mentioned chapters a conclusion will be reached on to what extent the state complies with its constitutional and international obligations to realize disabled children„s right to basic education can be come to (Chapter 7). The inaccessibility of public school buildings in South Africa and disabled children„s need for basic education has led to the research question. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2015

Le pluralisme religieux est une réalité objective au Royaume-Uni et en France. Les minorités religieuses, demeurent un sujet récurrent qui suscite d’intarissables réflexions, d’études, de débats scientifiques et politiques. Elles sont une véritable préoccupation pour le politique, l’Europe et l’Etat ; à telle enseigne qu’il faille s’interroger sur ce que l’Etat peut leur proposer comme meilleure protection au XXIème siècle. La France et le Royaume-Uni sont confrontés à ce défi. Outre, la neutralité de l’Etat au regard de la religion rend complexes les rapports de ces minorités religieuses avec l’Etat en France où le concept de minorités religieuses n’est pas connu du droit français en vertu du caractère laïque de l’Etat français proclamé par l’article 1er de sa Constitution et la loi du 9 Décembre 1905 de la Séparation de l’Etat et de l’Eglise. Les minorités religieuses sont un non-sujet en droit français. Mais au Royaume-Uni, les minorités qualifiées de confessions religieuses sont reconnues quand bien même l’Eglise Anglicane est l’Eglise établie et officielle, avec à sa tête la Reine Elizabeth II. Il n’y a pas de séparation entre l’Eglise et l’Etat. En Ecosse, l’Eglise Presbytérienne fait figure d’Eglise établie, mais séparée de l’Etat. Aussi, toujours liée aux minorités religieuses, la question de l’application du principe d’ajustement raisonnable pour écarter des cas de discrimination en matière religieuse. L’ordre juridique britannique connaît ce principe et l’applique. Alors qu’en France, ce principe est ignoré et fait l’objet d’une application purement informelle. Certes, la globalisation apporte des faits positifs en Europe et notamment dans ces deux Etats, mais elle contient aussi des risques auxquels il faut prêter attention au XXIème siècle. Ainsi, les minorités nationales, les communautés linguistiques et les différentes unités constitutives de l’Etat demandent, en faisant appel au principe de la diversité, la reconnaissance de leurs droits collectifs, une multiplication des structures régionales et le perfectionnement de leurs prérogatives. L’apparition des « nouvelles minorités », celles des immigrants posent de nouvelles difficultés. En pratique, la religion historique du pays est privilégiée. Les religions pratiquées par les immigrés – Islam, Bouddhisme, Hindouisme, etc – sont alors l’objet d’une discrimination plus ou moins forte. Le besoin de visibilité de ces religions – et de l’Islam en occurrence – remet en cause le cadre fixé à la fin du XIXème siècle qui régit le fonctionnement des religions dans les divers Etats. Cette évolution touche plus durement les Etats laïcs de tradition catholique comme la France que les pays de tradition protestante où la place du religieux dans l’espace public est par tradition plus facilement acceptée comme le Royaume-Uni. Il faut aussi considérer que les religions importées par les populations migrantes sont souvent des « ethno-religions ». L’enjeu identitaire y est considérable, et il tend même à se substituer à celui de la liberté de croyance. Le Royaume-Uni et la France s’inscrivent dans ce registre à propos de leurs minorités religieuses. / Religious pluralism is an objective reality in France and Great-Britain. The religious minorities remain a recurring subject which inexhaustible reflections, studies, scientific and political debates. They show real concern to policymakers, Europe and State; so much so that it is necessary to wonder about what the State can propose them as better protection in the XXIst century. France and Great-Britain are confronted with this challenge. Besides the neutrality of the State with regard to the religion, makes complex relationships of these religious minorities with the State in France; where the concept of religious minorities is not known of French Law by virtue of the secularity – laic – character of the French State proclaimed by the 1st article of its Constitution and the Law of December 9th, 1905 of the Separation of the State and the Church. The religious minorities are no-subject in French Law. But in Great-Britain, the qualified religious, minorities of religious confessions are recognized when well even the Church of England is established and official Church with at its head Queen Elizabeth II. There is no separation between the Church and the State. In Scotland, the Kirk as considered as established Church and separated from the State. Also, always related to religious minorities, the question of application of reasonable principle of accommodation to draw aside from the cases of discrimination out of religious matter. The British legal order knows this principle and applies. Whereas in France this principle is ignored and is the object of purely abstract application. Admittedly, the globalization brings positive facts to Europe and in particular in these two States, but it contains also risks for which it is necessary to pay attention to the XXIst century. Thus, the national minorities, the speech communities and the various constitutional units of the State require, by calling on the principle of diversity, recognition of their collective rights, a multiplication of regional structures and improvement of their prerogative. The appearance of the “new minorities”, those of immigrants raises new difficulties. In practice, the historical religion of the country is often privileged. The religions practiced by immigrants – Islam, Buddhism, Hinduism, etc – are then the object of more or less strong discrimination. The need for the visibility of these religions – Islam I occurrence – calls into question the framework fixed at the end of XIXth century which governs the operation of religions in the various States. This evolution touches hardly the secular States of Catholic tradition like France, than the countries of Protestant tradition where the place of religious in public space is by tradition more easily accepted like Great-Britain. It as should be considered as the religions imported by migrant populations are often “ethno-religions”. The identity challenge is considerable there, and it even tends to replace that of freedom of belief. Great-Britain and France fall under this register in connection with their religious minorities.

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

Submitted by Ana Valéria de Jesus Moura (anavaleria_131@hotmail.com) on 2018-07-25T14:43:45Z No. of bitstreams: 1 JAMILE SEIXAS- Dissertação de Jamile_completa_revisada.pdf: 1275137 bytes, checksum: 834eadc9c9f40141a7aba37a315e9bf1 (MD5) / Approved for entry into archive by Ana Valéria de Jesus Moura (anavaleria_131@hotmail.com) on 2018-07-25T14:44:01Z (GMT) No. of bitstreams: 1 JAMILE SEIXAS- Dissertação de Jamile_completa_revisada.pdf: 1275137 bytes, checksum: 834eadc9c9f40141a7aba37a315e9bf1 (MD5) / Made available in DSpace on 2018-07-25T14:44:01Z (GMT). No. of bitstreams: 1 JAMILE SEIXAS- Dissertação de Jamile_completa_revisada.pdf: 1275137 bytes, checksum: 834eadc9c9f40141a7aba37a315e9bf1 (MD5) / A presente dissertação foi desenvolvida no intuito de demonstrar que a teoria estadunidense do dever da acomodação razoável, o duty of reasonable accommodation, pode ser recepcionada no ordenamento jurídico brasileiro como instrumento de efetividade do direito fundamental à liberdade de consciência e de crença, principalmente quando revestida pela liberdade religiosa a ser exercida na relação de emprego. Sendo a religião uma convicção subconsciente de quem a possui, impossível que dela o homem se dissocie no ambiente de emprego, pelo que deve ser respeitada e tolerada, mas desde que seu exercício não implique prejuízos excessivos e desarmonia ambiental. Nesse espeque, dita teoria mostra-se como a melhor técnica de sopesamento entre os direitos fundamentais à livre iniciativa e à propriedade privada em circunstância conflituosa com o exercício da liberdade religiosa, servindo de parâmetro às alterações contratuais do vínculo empregatício, moldadas pela legislação trabalhista. Assim, práticas de cunho religioso como proselitismo, escusa de consciência e mudança de credo devem ser acomodadas, porém, em consonância com os limites nucleares dos direitos fundamentais em voga. A pretensão especial dessa pesquisa é demonstrar que o dever da acomodação razoável é a instrumentalização mais equilibrada da aplicabilidade dos direitos fundamentais sobre as relações privadas, devendo por isso ser difundida no Brasil por representar também, mesmo que indiretamente, a redução das práticas intolerantes e discriminatórias. / The present dissertation was developed in order to demonstrate that the American theory of the duty of reasonable accommodation, the duty of reasonable accommodation, can be accepted in the Brazilian legal system as an instrument of effectiveness of the fundamental right to freedom of conscience and belief, especially when coated religious freedom to be exercised in the employment relationship. Since religion is a subconscious conviction of who possesses it, it is impossible for man to dissociate himself from the environment of employment, so he must be respected and tolerated, but provided that his exercise does not entail excessive harm and environmental disharmony. In this context, this theory is shown as the best technique for balancing the fundamental rights to free initiative and private property in a situation that conflicts with the exercise of religious freedom, serving as a parameter to the contractual changes in the employment relationship, shaped by labor legislation. Thus, religious practices such as proselytism, conscientious objection and change of creed should be accommodated, however, in line with the core limits of fundamental rights in vogue. The special claim of this research is to demonstrate that the duty of reasonable accommodation is the most balanced instrumentalization of the applicability of fundamental rights over private relations, and should therefore be diffused in Brazil because it also represents, even indirectly, the reduction of intolerant and discriminatory practices .

Den här uppsatsen utforskar de nya reglerna om bristande tillgänglighet som blev en form av diskriminering i den svenska diskrimineringslagen 2015. Studien undersöker den praktiska erfarenheten av att tillämpa de nya reglerna, genom att analysera avgöranden i svenska domstolar. Uppsatsen söker svar på huruvida diskrimineringslagens regler om bristande tillgänglighet kan uppfylla de krav i praktiken som ställs om tillgänglighet i FN:s konvention om rättigheter för personer med funktionsnedsättning (CRPD). Uppsatsen tillämpar den rättsdogmatiska metoden och den rättsanalytiska metoden. Materialen för analysen består av diskrimineringslagen och dess förarbeten, CRPD, domar gällande bristande tillgänglighet och juridisk doktrin. Analysen av rättstillämpningen sker utifrån ett funktionshinderperspektiv som ger uppsatsen sitt teoretiska ramverk. Uppsatsen hävdar att diskrimineringslagens regler om bristande tillgänglighet är otillräckliga för att öka tillgängligheten i samhället för att personer med funktionsnedsättning ska kunna vara delaktiga på lika villkor som andra. Enligt uppsatsens förslag bör det övervägas huruvida diskrimineringslagens förbud mot diskriminering i form av bristande tillgänglighet ska utvidgas till alla samhällsområden; vidare behövs det att domstolarna tillämpar den fördragskonforma tolkningen konsekvent eller att CRPD inkorporeras för att de krav som ställs i konventionen om tillgänglighet ska få större genomslag i det svenska rättssystemet. / The present thesis explores the rules concerning denial of reasonable accommodation that became a new form of discrimination in the Swedish Discrimination Act in 2015. The thesis examines the practical experiences of applying the new rules, by analyzing judgments of Swedish courts. The thesis seeks to answer whether the new rules concerning denial of reasonable accommodation can meet the requirements for accessibility set in the UN Convention on the Rights of Persons with Disabilities (CRPD). The thesis is carried out by employing both the legal dogmatic method and the legal analytical method. The thesis is based on the Swedish Discrimination Act, the CRPD, judgements regarding denial of reasonable accommodation as well as legal doctrine. The analysis of the judgements is based on a disability perspective that provides a theoretical framework for this thesis. It is argued that the rules concerning denial of reasonable accommodation in the Swedish Discrimination Act are insufficient to increase accessibility for persons with disabilities to be able to participate in society on equal terms with others. This thesis argues that the prohibition of discrimination in the form of denial of reasonable accommodation should be extended to all areas of society. Furthermore, it is argued that the courts shall apply the treaty-based interpretation consistently, alternatively the CRPD shall be incorporated in order to better ensure that the requirements on accessibility set in the CRPD are met by the Swedish legal system.

Doctor Legum - LLD / The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education; access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live; reasonable accommodation of a student’s needs; provision of support necessary to facilitate effective education; and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children’s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children’s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right. / South Africa

Доступная среда для инвалидов как социальный аспект является одним из требований для проектирования зданий по критериям устойчивого развития, что напрямую влияет как на развитие архитектурного облика объектов социальной инфраструктуры, так и на развитие нашего общества в общечеловеческом понимании в целом. Диссертационное исследование посвящено существующим проблемам обеспечения беспрепятственного доступа инвалидов и иных маломобильных групп населения (МГН) к объектам социальной инфраструктуры. Проанализированы нормативные правовые акты. Разъясняются понятия: «Доступная среда», «Универсальный дизайн», «Разумное приспособление». Определены основные принципы подходов при создании беспрепятственного доступа. Изучен опыт существующих решений беспрепятственного доступа инвалидов к объектам социальной инфраструктуры в Берлине и в г. Екатеринбурге. Выявлены проблемы развития беспрепятственного доступа. В исследовании проведен социологический опрос целевой аудитории, что помогло выявить наиболее проблемную зону «Вход(ы) в здание». В социологическом опросе также получились очень интересными другие выводы, полностью меняющие концепцию подхода к созданию безбарьерной среды жизнедеятельности, т. к. подавляющее большинство респондентов определяют создание безбарьерной среды необходимым для всех граждан, а не только для инвалидов и иных МГН, «инвалида нет – есть человек». Определены критерии безбарьерной среды, обобщены параметры требований для структурно-функциональной зоны «Вход(ы) в здание», представлены графические материалы решения беспрепятственного доступа. / An accessible environment for the disabled as a social aspect is one of the requirements for designing buildings according to sustainable development criteria, which directly affects the development of the architectural appearance of social infrastructure facilities and the development of our society in the human sense as a whole. The dissertation research is devoted to the existing problems of ensuring unhindered access for people with disabilities and other low-mobility groups of the population (MSG) to social infrastructure facilities. The normative legal acts are analyzed. Concepts are explained: Accessible environment/Universal design/Reasonable accommodation. The basic principles of approaches to creating unhindered access are determined. The experience of existing solutions for unhindered access of disabled people to social infrastructure facilities in Berlin and Yekaterinburg was studied. Problems of development of unimpeded access are revealed. The study conducted a sociological survey of the target audience, which helped to identify the most problematic area «Entrance(s) to the building». The sociological survey also yielded very interesting and other conclusions that completely change the concept of the approach to creating a barrier-free living environment, the vast majority of respondents define the creation of a barrier-free environment as for all citizens, and not just for the disabled and other MGNs, «there is no disabled person is a person». The criteria for a barrier-free environment are defined, the parameters of the requirements for the structural-functional zone "Entrance (s) to the building" are summarized, and graphic materials for the solution of unhindered access are presented.