Disability And Disability

Research in accessibility and wheelchair is still ongoing, and some studies have highlighted the barriers faced by children with disability in mainstream schools but not much research has been done on accessibility and SEN schools. Therefore the main aim of research in this field is to render the physical environment (including SEN schools) fully accessible so that children using wheelchair can fully participate and benefit from the same facilities as other non-disabled children in schools. The definition of accessibility is complicated and many details are needed to begin to meet the needs of people with a wide range of disabilities (Judith Bendel, 2006).
However a number of authors (Imrie&Kumar, 1998; Iwarsson&Stahl, 2003&Kielhofner, 2008)

Mauritius being a developing country has also included inclusive education for children with disabilities in its education policy. This policy has the aim of providing equal opportunity of education; promote independence and social participation to all children with or without disabilities.

From the statistical records of Mauritius an estimate of about 300-400 children with disability were registered in school in the year 2005 and 1862 were enrolled in year 2012. Although Mauritius has implemented the inclusive education plan in its policy, this plan did not take into consideration the accessibility of these institutions of education (M,Law et al.1999, Rimmer JH et al.2004, Imrie. R and Kumar.N, 1998 and Welsh.B et al. 2006 cited in Mary Law et al. 2007).

2.6.2 Accessibility and SEN school
Students with disabilities are entitled to public education in the least restrictive environment. The physical accessibility of schools and school playgrounds are important steps toward achieving the integration of students with disabilities. (Patty Rigby, Susan Stark, Lori Letts, and Laurie Ringaert, 2009) For students who use wheelchairs, school accessibility is

Several physical barriers that have been consistently identified by students with disabilities are steep ramps, heavy doors and raised thresholds at school entrance, lack of elevators to a second level, and inadequate accessibility to school playgrounds (Hemmingsson and Borell,2000; Pivik, McComas, and LaFamme, 2002 in OT for physical dysfunction). School canteen should have wheelchair-accessible food aisles, food placed within reach of people who use a wheelchair, and accessible seating arrangements.

Children’s participation is potentially affected not only by their functional abilities, skills and interests but also by factors within their physical, social and institutional environment (Law. M et al.1999, Hammal D et al. 2004, Rimmer JH et al. 2007, Almqvist L and Granland M 2005 cited in Mary Law et al. 2007). Therefore the environment may play either as enablers or disablers of children’s