| ARCHITECTURAL |
It is related to the elimination of physical barriers encountered in everyday life, in public or private spaces. It should be present in transportation, access to buildings, pathways throughout the physical space accessed, and internal areas, with considerations for lighting, ventilation, proper furniture arrangement, among others |
- Mapping the current accessibility adaptation needs in the buildings and pathways throughout UFSM; - Adhering to the guidelines of NBR 9050 in new constructions and buildings;
Maintaining the internal transportation service on campus;
Allocating a portion of resources in UFSM's annual budget forecast to implement necessary accessibility adaptations. |
| ATTITUDINAL |
To perceive people with disabilities without prejudice, stigma, stereotypes, and discrimination. |
- Awareness-raising actions within the academic community;
Expanding the offering of courses, lectures, and seminars that address the themes of inclusion and accessibility for people with disabilities in the workplace.
Diversifying the dissemination, location, and manner in which these courses are offered;
Informing supervisors and departments when they are to receive an employee with a disability;
Directly inviting individuals who will work with the employee with a disability to undergo training in the area of inclusion and accessibility. |
| COMMUNICATIONAL |
Barrier free communication in the workplace entails total accessibility in interpersonal relationships, whether face-to-face, in sign language, body language, gestural communication, among others, as well as in written communication, including books, newspapers, magazines, documents, etc., |
- Increase the number of sign language interpreters among staff; - Encourage employee participation in programs developed at UFSM to promote communicational accessibility; - Draft documents in accessible formats;
Create accessible communication in electronic media (social networks and
UFSM websites);
Establish a communication channel between PROGEP, the Accessibility Center, and interested individuals with disabilities. |
| INSTRUMENTAL |
It is related to the elimination of barriers in tools and work utensils, such as machines, equipment, pencils, pens, computer keyboards, among others, which can be created specifically for use by people with disabilities or adapted from traditional instruments. |
- Provide specific equipment, such as computers, software, accessible furniture, among others;
Address instrumental needs as they arise. |
| METHODOLOGICAL |
Barriers in work methods and techniques must be overcome through training and the development of human resources, task execution, and ergonomics, utilizing new approaches that take into account individuals with disabilities. |
- Ensure the presence of sign language interpreters at lectures and courses intended for employees with disabilities when a deaf employee is present;
Provide adapted materials, including audio descriptions, Braille, etc.; - Train professionals to work in the field of inclusion and accessibility. |
| PROGRAMMATIC |
It is promoted when invisible barriers found in policies, laws, resolutions, service orders, and similar documents are eliminated, which may hinder or obstruct the full participation of people with disabilities in work, educational, leisure, and other areas. |
- Comply with the provisions of Law 8112/90 regarding the guarantee of 20% of positions for people with disabilities and the provision for special hours;
Consider NBR 9050 for necessary adaptations and in new constructions and buildings;
Expand access to information regarding the rights of people with disabilities. |
“El prejuicio, em realidad, es ignorancia”: propuesta de acciones de accesibilidad para la inclusión y permanencia de empleados con discapacidad en una universidad federal del interior de Rio Grande do Sul