| Title |
Improvement Direction of the Barrier-Free Certification System for Inclusive Educational Environments |
| Authors |
박다연(Park, Da Yeon) ; 김미경(Kim, Mi-Kyoung) |
| DOI |
https://doi.org/10.14774/JKIID.2026.35.2.001 |
| Keywords |
Barrier-Free Environment; Universal Design; Educational Facilities; Neurodiversity; Performance-Centered Design |
| Abstract |
The number of students with special educational needs, especially neurodiverse individuals with autism or intellectual disabilities, is increasing rapidly. However, South Korea’s current Barrier-Free (BF) certification system remains largely focused on physical accessibility, often neglecting specific cognitive and sensory needs. This study aims to address this gap by identifying limitations within the existing Korean framework and proposing strategic policy actions. The main goal is to enhance the practical usability and inclusivity of educational facilities to support all students fairly. To achieve these aims, this research adopts a two-part methodological approach. First, it conducts a detailed analysis of the current Korean BF certification standards, emphasizing their focus on physical accessibility.
Second, it performs a comparative study with Australia’s advanced Universal Design (UD) standards. By contrasting South Korea’s prescriptive regulations with Australia’s performance-based framework, the study highlights systemic differences in policy implementation, regulatory philosophy, and long-term management strategies for educational environments. The results reveal three primary differences: South Korea emphasizes strict regulatory compliance, whereas Australia prioritizes human rights values. Australia also maintains lifecycle management through ongoing oversight after project completion, unlike Korea’s focus on initial certification. Additionally, Australia employs integrated network management rather than isolated facility units. Consequently, this study recommends redefining BF principles toward universal fairness, shifting to area-wide integrated management, and establishing a post-monitoring system. These changes, combined with flexible, performance-based regulations, will help ensure the sustainable functionality of educational spaces. |