ONCiTY: The video game that makes us equal
Secondary and VT teaching materials

0. Urban accessibility and inclusiveness

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When we talk about inclusiveness in a city, village, school or any shared space in society, we need to consider not only the technical aspects that facilitate the coexistence of persons with disabilities, but above all, coexistence that does not discriminate against anyone, irrespective of their physical, social, cultural or ethnic background..

Everyone must be able to grow and develop fully and independently, beyond any limitations or obstacles that may prevent their full participation in society.

Urban accessibility allows everyone to use social spaces and the environments where we live and work in equal conditions, facilitating freedom of movement, independence, and participation in cultural life, recreational, leisure or sporting activities by everyone, with or without disabilities.

The DALCO criteria (EU standard 170001-1:2007 Universal Accessibility) measure the accessibility of a city's urban environments and services based on four criteria, as a tool to analyse essential aspects of people's development and mobility.:

Icon with picture of person walking

Navigating

This is the action of moving, entering, or leaving a place. Spaces for moving about and manoeuvring, changes of height or pavements, and lighting must be considered.

Icon of hand pressing a button

apprehension

This is the action of operating mechanisms with your hands. The location, height and range of call buttons, switches, door handles or taps for ease of use must be taken into account.

Text speech bubble icon with v-shaped symbol

Localisation

This is the action of identifying places and objects, as well as getting your bearings, finding and understanding the spaces in a public space. The location of signs and other means of directing, as well as differentiating glass doors and windows and other access points must be taken into consideration.

Geolocation icon

Communication

refers to the transmission, reception and exchange of information through different channels (oral, written, visual, auditory, etc.) that make it understandable to all people (easy reading, pictograms, etc.).

Designing for all people means designing for inclusiveness and is, therefore, designing a fairer future1.

1 “Curriculum Training in Design for All People in Education” Crue Spanish Universities. 2017. Page 67