Institute of Transport Studies,Monash University

Social Research in Transport(SORT) Clearinghouse

Social Research in Transport (SORT) Clearinghouse

6-1-2010

Accessible & safe traffic environment for disabledschool childrenAnjlee Agarwal

Nidhi Madan

Neelima Chakrabarti

Debabrata Chakravarti

This Conference Paper is brought to you for free and open access by SocialResearch in Transport (SORT) Clearinghouse. It has been accepted forinclusion in Social Research in Transport (SORT) Clearinghouse by anauthorized administrator of Social Research in Transport (SORT)Clearinghouse. For more information, please contactpauline.forbes@eng.monash.edu.au.

Recommended CitationAgarwal, A., Madan, N., Chakrabarti, N., & Chakravarti, B. (2010). Accessible & safe traffic environment for disabled school children.Paper presented at the 12th International Conference on Mobility and Transport for Elderly and Disabled Persons (TRANSED2010) held in Hong Kong on 2-4 June, 2010.

ACCESSIBLE & SAFE TRAFFIC ENVIRONMENT FOR DISABLED SCHOOL CHILDREN

Agarwal, Anjlee, SAMARTHYAM, National Centre for Accessible Environments, New Delhi, India.

samarthyaindia@yahoo.com Madan, Nidhi,

SAMARTHYAM, National Centre for Accessible Environments, New Delhi, India. samarthyaindia@yahoo.com

Chakrabarti, Neelima, Central Road Research Institute, Government of India, New Delhi, India

neelima.chakrabarty@gmail.com Chakravarti, Debabrata,

SAMARTHYAM, National Centre for Accessible Environments, New Delhi, India. samarthyaindia@yahoo.com

SUMMARY Traffic environment encompasses the external surroundings that lead us to our destination: whether it is to a public building, market, residential colony or transit system. It can also be referred to as Geographic Accessibility and is a key element in maintaining continuity in the mobility chain.

Observing children negotiating dense traffic and hazardous street infrastructure near their school premises provides sufficient proof of unsafe schools trips. Also, it is experienced that improvements to the mobility of children with disabilities and their use of facilities and services in the built environment clearly lag behind legal provisions. Even if buildings are barrier-free, reaching them is often a major problem due to unfriendly roads and transport systems.

Samarthyam, National Centre for Accessible Environments, and the Central Road Research Institute (CRRI), Government of India conducted a research study to understand traffic & mobility constraints faced by disabled school children in New Delhi, India. Two special schools were selected to identify barriers in disabled children movement, conduct access audits of road infrastructure and spaces around school premises, and, develop solutions for reducing/eliminating these barriers to promote a safe, secure and sustainable environment. Opinion surveys and expert interviews supplemented the observations of the audit.

Barriers in the environment can be structural barriers- high kerbs and medians, unauthorized obstacles- hawkers, bad traffic management, construction implementation shortcomings, and unintended hazards- caused by negligence and a combination of these factors.

An access audit found that independent mobility of the children was hampered while negotiating sidewalks, crossings and bus shelters. Access audit findings and observations of the children with diverse disabilities using wheelchair, walkers and

crutches found that traffic signals did not have ‘green man’ signs and time for pedestrian crossing was inadequate. Ample clearance from the carriageway for traffic signal poles was not provided.

Bus stops were located in the centre of the sidewalks, forcing pedestrians to walk on the road along with moving traffic. Pedestrians with mobility aids and non-motorized vehicles shared the same road space as motorized traffic. Bus lane widths were not adequately marked. Other hazards included guardrails at sidewalks with sharp edges and protruding manhole covers in travel paths causing accidental hazards to pedestrians with low vision and vision impairment as well as unwary. Important signage including speed limit, school ahead and no parking signage was missing. Further, unauthorized and illegal parking adjoining school wall hindered children using the pavement and affected the forward visibility of road users. The study findings were shared with the Municipal Corporation Delhi, in charge of design and maintenance of the pedestrian infrastructure near the schools. They provided leveled median refuge and tactile pavers on sidewalks based on the access audit recommendations. In addition, around 500 disabled school children were trained on road safety issues, such as road laws; driver behavior; current status of road environment and enforcement; causes of road accidents and post-accident management. Training of bus drivers was also undertaken on defensive driving techniques, understanding psychology of disabled road users, road signs and road rules. Key words: accessibility; safety; independent mobility PURPOSE OF THE STUDY

Rapid urbanization, growing populations and a multiplicity of modes of transport in urban India have created a treacherous environment to navigate, particularly for the pedestrian. Pedestrians are among the most vulnerable road users, accounting for more than half of the traffic-related injuries and fatalities in developing countries [Peden, 2004].

The road culture of Delhi is characterized by complexity and a high degree of heterogeneity, where high numbers of motorized forms of transport include auto rickshaws, two-wheel vehicles and buses, and non-motorized forms including pedestrians, cyclists and cycle rickshaws. As in other less motorized contexts, the majority of traffic fatalities involve vulnerable road users. In Delhi, 75% of the total fatal road traffic crashes involved pedestrians, bicyclists and motorized two-wheel vehicles [Mohan, 2004].

In this environment, the most vulnerable are children, particularly those with disabilities. National legislation, such as the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 and Education for All scheme-Sarva Shiksha Abhyan [Government of India, 2001] affirm access for all, the right to education and information yet fall short in the provision of accessible infrastructure. Children with disabilities unable to use the road infrastructure

independently face difficulties of access that lead to physical and mental stress and, get direct and indirect injuries while using the existing traffic and pedestrian environment.

The impetus of this study was to understand how to make the communal public domain accessible, connecting the home, school and community spaces. Its purpose was to develop guidelines for barrier-free pedestrian infrastructure and universal accessibility with a special focus on children with diverse disabilities. METHODOLOGY 1. Research Study Samarthyam, National Centre for Accessible Environments, a research and civil society organization, along with Central Road Research Institute (CRRI), Government of India, conducted a research study to understand traffic & mobility constraints faced by disabled school children. In Delhi, two schools, the Blue Bells School and Action for Ability Development and Inclusion (formerly Spastics Society of Northern India), were selected to:

identify barriers in disabled children movement;

conduct access audits of road infrastructure and spaces around school premises

and, develop solutions for reducing/eliminating these barriers to promote a safe, secure and sustainable environment.

2. Project Area An area of approximately 500 meters around the premises of both schools was selected for identification of barriers. 2.1 Questionnaire and Opinion Survey In addition, an opinion survey was conducted of students with disabilities, teachers and parents. This group comprised of 35 school students with diverse disabilities 148 non-disabled students, thirteen teachers and experts from various organizations. 50% of the disabled school children had locomotor impairments, while the remaining group comprising of children with intellectual disabilities, cerebral palsy, hearing impairment. Almost everyone emphasized the difficulties faced during commuting, crossing roads and the urgency to make the road infrastructure barrier-free to enhance independent mobility and safety. 2.2 Expert Interviews

Open-ended interviews were conducted where experts in training and teaching students with developmental and other disabilities from various organizations participated. Each interview with open-ended and indirect questions was designed to gain proper insight into pedestrian behavior and the problems faced by children with disabilities.

3. Access Audits- Identifying Barriers in the Traffic Environment Access audits were conducted by Samarthyam’s team comprising of persons with diverse disabilities and covered bus shelters, crossings and sidewalks. It was found that independent mobility of the children was hampered while negotiating sidewalks, crossings and bus shelters. Access audit findings and observations of the children with diverse disabilities using wheelchairs, walkers and crutches were found to exhibit a consistency within barrier types. These were of three types: structural barriers, unauthorized obstacles and unintended hazards. 3.1 Structural Barriers These are built elements in the traffic environment, such as uneven pavement, high medians, high kerbs and inadequate signage. These barriers are impediments to traffic and pedestrian movement and require redesign, change of material and/ or location. Implementation of user friendly traffic and urban design standards with the assistance of civic agencies, designers, architects and engineers is required to overcome these barriers. 3.2 Unauthorized Obstacles Unsanctioned use of public space by cars and two wheelers; encroachment by shops, hawkers, auto-rickshaws and taxis; dumped garbage and construction debris are some such obstacles. A wider group of stakeholders and road users need to get involved in educating, implementing and enforcing the required intervention. 3.3 Unintended Hazards There are one or multiple types of hazards, caused by negligence, ineffective construction and/or inadequate maintenance such as uncovered manholes, cluttered and inconspicuous signage, inconsistency in placement of traffic signage and electric poles on footpaths. The solutions are situation based and required design interventions, law enforcement and/ or community involvement in raising awareness. 4. Observations 4.1 Traffic lights and signals

‘Red blinker’ and/ or ‘Green Man’ sign in traffic signals were not there.

Time for pedestrian crossing was inadequate.

Ample clearance from the carriageway for traffic signal poles was not provided.

Traffic speed limits were not regulated.

4.2 Bus facilities

Guard rails at sidewalks had sharp ends causing potential hazard to pedestrians with low vision, vision impairment and the unwary.

Bus lanes/ bays were not clearly marked.

Bus shelters were located in the centre of the sidewalks, forcing pedestrians to walk on the road along with moving traffic.

Pedestrians with mobility aids and non-motorized vehicles shared the same road space with motorized traffic.

4.3 Inappropriate Siting

Wrong side and unauthorized parking adjoining the school wall hindered crossing points and affected forward visibility of the road users.

There was low visibility of traffic signals and signage. 4.4 Signage

‘Speed limit’ sign boards outside school were missing.

‘U turn’ and ‘school ahead’ signs were not located at strategic location.

Signage including bus route information at bus stops, directional signage and identification signs for roads, speed limits and school crossings was missing, inadequate and/or not strategically located.

4.5 Wayfinding

No tactile pavers for orienting persons with vision impairments were seen.

Pedestrian crossings were not clearly demarcated.

High kerbs without kerb ramps, Zebra crossing obstructed by grills (Figure 1) and high medians impeded movement.

Figure 1 Zebra crossing obstructed by grills

4.6 Poor maintenance and encroachment

Inconsistency in placement of electric poles and unauthorized encroachment by hawkers resulted in inadequate space on the sidewalks (Figure 2).

Manholes were located in travel path and were not properly covered. Sidewalks had gaping holes which are potentially dangerous for all pedestrians (Figure 3).

Jagged edges of signage poles along pedestrian routes were hazardous for everyone.

Figure 2 Inconsistency in placement of electric poles and

unauthorized encroachment

Figure 3 Sidewalks with gaping holes

5. Recommendations Recommendations specific to the school environment included: 5.1 Guidelines for Signage

Sign boards mentioning the school name with directional arrows to be installed 200 meters from the school entrance on both sides of the road at strategic locations, at a height of 2100mm. This would increase the visibility of motor vehicle drivers so that they can slow down.

Sign boards to have bright colour contrast, with large, bold lettering and pictograms

5.2 Guidelines for Universal Accessibility and Traffic Management

Periodic maintenance of the roads adjoining the main gate of the school to be undertaken.

Kerbs to not be more than 150mm high. Kerb ramps to have 1:12 gradient on either side of the footpath. Steep kerbs outside the main gate are trip hazards for children using mobility aids.

Speed limit signs to be installed to reduce chances of injury impact.

Red blinkers 200 meters ahead to be placed on both sides of the road.

Road signs to be clear and not be cluttered with advertisement panels.

Staff and students with disabilities driving their own vehicles, to have reserved accessible parking spaces inside the school premises.

Where ever possible bus shelters to be away from the main carriageway in an area similar to a rest stop. This would allow parents/caretakers to park off the main roads and collect the children in a safer environment.

5.3 Guidelines for School Buses

School buses to be fitted with illuminated signs and drivers should slow down to 20 km/h near school premises.

School buses to be painted bright yellow to make these visible from a distance. Other improvements include installing flashing lights, emergency two-way communication equipment and first aid training and kits for all school bus drivers.

Some states require traffic to stop when a stationary bus has its red lights flashing. Same should be reinforced in Delhi.

Vehicles passing school buses at bus stops to be required to slow down to 20 km/h. Drivers should be educated to slow down and drive carefully around stationary buses.

5.4 Guidelines for safe movements of children

Waiting areas to be introduced near school gates and marked with painted lines on the footpath, to indicate areas where it will be safe for children to wait.

Young children to be guided by the school guards, attendants or teachers and taught to wait in a queue until they board the bus.

Parents or guardians collecting children to pick up the children from the bus stop itself and not have them cross the road alone.

RESULTS

Study findings were shared with the Municipal Corporation of Delhi (MCD), civic agency in charge of the design and maintenance of pedestrian infrastructure near the schools. Based on the access report recommendations, MCD provided leveled median refuge (Figure 3) near the school gate by removing the grills from the median. Tactile pavers, a combination of guiding and warning tiles on sidewalks with kerb ramps have been provided (Figure 4).

Figure 3 Leveled median refuge at Zebra crossing

Figure 4 New tactile pavers along pedestrian crossing

with kerb ramp

CONCLUSION

This study focused on raising awareness of the existing traffic and pedestrian infrastructure around schools, the remedies that are required, and the stakeholders in this process. The requirements for safe and independent mobility of vulnerable road users was highlighted to the civic agencies, local transport bodies, the target group- disabled children as well as their parents and school authorities.

It is evident that improvements to the mobility of children with disabilities and their use of facilities and services in the built environment clearly lag behind legal provisions. To create barrier free environments, not just buildings, but all access routes in their vicinity, including roads and transport systems need to be safe, usable and accessible. Improving accessibility and usability of elements in traffic environment benefits one and all.

REFERENCES

Government of India. 2001. Sarva Shiksha Abhiyan. [Internet]. Available from: www.ssa.nic.in (www.ssa.nic.in/ssa-framework/coverage-of-special-focus-groups), 30 April 2010 Mohan, D. 2004. The Road Ahead, Traffic injuries and fatalities in India. TRIPP Transportation Research and Injury Prevention Programme, WHO Collaboration Centre. (Internet). Available from: www.iitdc.ac.in (www.iitd.ac.in/tripp/publications/paper/safety/road_ahead.pdf), 30 April 2010 Peden, M, Scurfield, R, Sleet, D, Mohan, D, Hyder, A, Jarawan, E, Mathers, C. 2004. World Report on Road Traffic Injury Prevention. Geneva: World Health Organization. [Internet]. Available from: www.whqlibdoc.who.int (http://whqlibdoc.who.int/publications/2004/9241562609.pdf) 30 April 2010