Journal of Accessibility and Design for All

Volume 13, Issue 1. (CC) JACCES, 2023. ISSN: 2013-7087

ARCHITECTURE CHALLENGES IN ATTAINING INCLUSIVE

EDUCATION FOR PEOPLE WITH DISABILITIES – SHARING
EXPERIENCE FROM KOSOVO

Arta Basha-Jakupi1 , Gresa Morina2 , and Dukagjin Hasimja3*

123
Faculty of Architecture, University of Prishtina, Prishtina, Kosovo
1
ORCID: https://orcid.org/0000-0002-6430-4850
3
[email protected]
*
Corresponding author
Received: 2021-10-09 | Accepted: 2023-03-05 | Published: 2023-05-31

Abstract: Background: Education is continuing to develop different academic

roles and services to meet the needs of society. The important value of
education is more underlined in their built environment when they were
supposed to undertake careful designs to avoid non-accessibility among space
users. They also aim to create a good, efficient, and safe environment inside
their premises. The built environment is a severe share of people with
disabilities (PWDs)* attendance and continuation of the educational cycle.

Objectives: Exploring the preparedness of the educational built environment

in Kosovo for the PWD's accessibility concerning building design modifications
when ensuring adequate education, socialization, and a safe environment.
Consequently, it reveals the contrasting ways architects and educational
institutions outline and design for PWDs, and the range of doubtful models and
approaches they bring to bear upon processes of architectural production and
designing for PWDs (Hall et al., 1999). Furthermore, to understand the
importance of architecture as one of the main factors influencing the
education cycle of PWDs. Finally, and most importantly, how architecture
causes this journey to stop.

Methods: The descriptive research method's survey, observation, and case

study approach helps investigate the topic more in-depth and multi-sided. The
research is conducted in all four educational levels: preschool, elementary
school, high school, and higher education institutions.

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Conclusions: All four educational levels (preschool, elementary school, high

school, university/college) showcase more or less the same physical barriers,
but what needs to be noted is that the higher education facilities foster more
PWDs accessibility than preschool or elementary school. Nevertheless, it is of
utmost importance that the first levels of educational facilities have fulfilled
the universal design standards, thus not discontinuing the educational cycle
from the beginning and creating involuntary isolation and social non-inclusion.
As a result, it will further influence thinking and how architects design in their
practice besides sharing Kosovo's experience. The concept deals with the
recommendations proposed on two scenarios for the Kosovo relevant
institutions, the architect’s community and educational institutions.

Keywords: architecture accessibility, design for all, Kosovo, educational

facilities

Introduction

Producing architecture for every kind of user will mean improving accessibility
for those with disabilities. However, designing for People with Disabilities
(PWDs) is often an afterthought of the creative process (Boys,2014). The
accessibility of PWDs has been a sensitively debated topic in the Kosovo
architecture realm. It happens because PWDs have only sometimes been part
of society. Consequently, their needs have been ignored. Numerous campaigns
and advocacy for the rights of persons with disabilities in Kosovo have gained
momentum in recent years. However, the participation of PWDs in public life
continues to present challenges. Among the most underlined remains the built
environment, the architectural design that does not treat all people's needs
equally. Furthermore, it is the contrasting ways architects and educational
institutions define and design for disability and the range of doubtful models
and approaches they bring to bear upon processes of architectural production
and designing for PWDs (Hall et al., 1999). It needs to be noted that this article
targets people with physical disabilities who use wheelchairs; therefore, in
most cases, the taxonomy of wheelchair users will be encountered.

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In Kosovo, statistics do not provide the exact number of people with

disabilities, although there are 18,000 PWDs members at the NGO Handikos
(HandiKOS, 2019). However, based on World Health Organization principles,
according to which 10 to 15 percent of the population in the world live with
disabilities, then, it turns out that in Kosovo, about 150 thousand to 255
thousand people belong to this category (Kasapolli-Selani, 2016). Given this
large number of PWDs, fundamental human rights need legal recognition.
Unfortunately, even though Kosovo provides a legal framework for PWDs, only
30% of the required international standards are integrated into the applicable
laws governing these issues. Accessibility is one of the basic categories of
disability rights. Therefore, improving the legislation on disability according
to international standards by the Kosovo Institutions remains critical.
According to the national laws and bylaws for the rights of PDWs, every person
with disabilities enjoys the same right to education as any other person.
Therefore, through educational institutions and those who manage education,
the state must register, accommodate, and provide quality and proper
education for everyone (HandiKOS 2019).

But on the other hand, the education of people with disabilities is only 30%.
Therefore, it is vital to explore the preparedness of the educational built
environment in Kosovo for the PWD's accessibility concerning building design
modifications when ensuring adequate education, socialization, and a safe
environment. Furthermore, to understand the importance of architecture as
one of the main factors influencing the education cycle of PWDs. Finally, and
most importantly, how architecture causes this journey to stop.

Access is not merely physical access.

We live in a world where individual movement, autonomy, and personal

competence are highly valued and seen as ordinary. While people who are less
than fully mobile, dependent on others, or seem "slow" become a problem
(Boys 2014). The social environment is not open to the possibility of disability;
in other words, the social climate often creates the opportunity for disability
(Davis 1995). These physical or mental disabilities acquired from this
environment often become connotations for accessibility (Rapley, 2013; Cook
et al., 2012). And when it comes to architectural design, accessibility always

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comes as a peripheral consideration of the project and not as a fundamental

thing.

In the design process in architecture, the approach should be considered a

starting point, a need, and part of the concept. To better understand
accessibility, the questions can be regarded as what is becoming accessible,
and how is it becoming accessible? (Boys 2017) In the first question, it is always
important to consider the prospective users, the function and destination of
the building, and the spaces that PWDs need to utilize. Equipping buildings
with architectural elements for the physical access of PWDs is only a tiny part
of where architects need to focus (Imrie, 1998; Jackson, 2018). These
elements are not enough to ensure accessibility to school activities. They
facilitate access but just cannot be defined as access. Planning for
comprehensive activities and the proper design of spaces represent a part of
accessibility. The other part also penetrates all users' diversity in those spaces
(Libertun de Duren et al., 2021).

Physical Disabilities and Education

If we look back at the history of people with disabilities, we see that they
have permanently been excluded from the general education system by
placing them in special schools. In addition to this categorization, their
number in primary education registration is deficient. Therefore, even if they
continue their education, most likely, these children will leave school earlier
and without going to high school and beyond (Graham et al., 2019).

The lack of accurate statistics on the number of PWDs in Kosovo at the central
level is a controversial issue, which also lacks the exact number of children
attending school or not. However, the UNICEF Office in Kosovo has estimated
that out of 43,000 children with disabilities, only 5,300 participate in regular
public schools in Kosovo. Meanwhile, 38,000 children with disabilities in
Kosovo do not attend school (UNICEF, 2019). Primarily it starts with social
norms, which tend to stigmatize PWDs and remain with physical obstacles such
as lack of adequate facilities (inaccessible classrooms and toilets) and
unsatisfactory specialist support (UNICEF, 2019).

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Previously, the accessibility issue in educational institutions has been

addressed scarcely on some small-scale projects, with a large part of the
responsibility belonging to the architect. As a designer of the most built
environment, the architect did not foresee the PWD's accessibility despite laws
and administrative instructions regulating planning without barriers (Demjaha
et al., 2002). Following this trend and according to the HANDIKOS report about
the assessment of the accessibility of primary and lower secondary school
buildings for children with disabilities in Kosovo, the following was found:
ramps do not exist in 18% of the assessed facilities, while 55% of them are not
built according to standards; in 72% of schools, there are no accessible toilets;
89% of schools have no elevator at all; out of 144 schools, access markings
were encountered in only a few cases; 21% of schools do not offer enough
space in the classrooms; while parking lots are 100% inaccessible (Basha,
2016). The deficiency of access to public spaces and amenities rejects PWD's
unrestricted and independent movement, particularly in educational
amenities requiring equal social participation. Moreover, the inadequacy of
public amenities excludes them from public services while denying them the
right to schooling, leading them to involuntary isolation (Basha, 2016).

Understanding why and how people are excluded gives us practical steps
toward a comprehensive model. According to Microsoft, while accessibility is
an attribute, inclusive design is one method. And while practising inclusive
design should make products more accessible, it is not a process to meet all
accessibility standards. Ideally, accessibility and inclusive design create
experiences that are compliant with standards and truly usable and open to
all (Microsoft 2016). Unfortunately, many architecture schools often refer to
the inclusive design as something to think about later or as something that is
added retroactively to the project. Even when we extend the idea of inclusive
design, the problem remains: it is treated as something subsequent that has
nothing to do with the architecture itself but brings up a discussion only after
the architecture is complete (Imrie et al. 1996).

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Methodology

This paper's compilation is done descriptively using different data collection

methods. Therefore, a considerable part of the paper consists of collecting
and reviewing the existing literature in the theoretical and practical context
of the national and international levels—the literature consists of books,
various recordings, biographies, published statistics, scientific articles, etc.
After analyzing these data, several educational institutions of different levels
were randomly selected as case studies. In these cases, the study evaluated
and identified the physical accessibility for PWDs. These assessments were
made in the last two weeks of October 2020.

Furthermore, the blueprints of the plan were taken from the City Archive, and
the changes these buildings have undergone to date were identified and
investigated further. In addition, the architectural obstacles that people with
wheelchairs encounter inside the buildings have been documented with
photographs. Together with assessing technical requirements that a project
must meet in Administrative Instruction no.33 / 2007 (MMPH 2016).

Further, quantitative research methods with qualitative elements are used, a

mixed research model. Primary data collection and analysis consisting of
questionnaires and semi-structured interviews were performed. The
questionnaires were equipped with closed and open questions. Two
questionnaires were developed addressing two community groups, people with
physical disabilities - wheelchair users, and the community of architects (a
total of 98 questionaries’, with eight questions). These questionnaires were
received in digital form in January 2021. The data was collected anonymously,
except for interviews where respondents could display their names. Finally,
after completing the research study, the results of this data were evaluated
and quantified. The investigation line culminates with a proposition of two
possible scenarios that can address the subject of the study.

Study analysis

Considering the findings in the research conducted by HANDIKOS, it was

evident that most schools have problems with physical accessibility. Extending

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the research in a narrative form on the educational journey of PWDs, several

buildings of different levels of education have been selected by following the
schooling path from preschool to higher education institutions. Accessible and
inaccessible constructed and programmatic components of a facility of
Universal Design are included during the analyzed case study considerations
(Board 2015). The idea was to understand which levels of education could be
clogged or do not provide a friendly user space for PWDs. The case studies
were chosen randomly, even though all have a central position in the city and
are very much frequented (fig. 1). Their prominent role in the capital of
Kosovo sufficiently explains the accessibility and inclusion of PWDs at the state
level. It should also be considered that the number of PWDs in some of these
institutions goes to none; among other factors is the presence of numerous
architectural barriers to wheelchair users. The analysis is done at the
Preschool institution “Xixëllonjat”; Elementary School “Hasan Prishtina”; High
School “Xhevdet Doda”; and the Faculty of Law and Economics at the
University of Prishtina.

Figure 1. Selected case studies in the city of Prishtina (author: G. Morina).

Preschool Institution 'Xixëllonjat' (fig.2) was built in 1945. Its primary

function was a health care centre, which was later adapted to its current
function. It is positioned in the central area of Prishtina, which makes it easily
accessible, although the topography in this part is a bit steep. Unfortunately,
this kindergarten does not have PWDs parking. An architectural barrier

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perceived at the entrance of the building does not allow children in

wheelchairs to even enter the facility, much less to be involved in the
educational process. The building is B + G, and all the classrooms are

Figure 2. Preschool Institution-physical barriers (author: G. Morina).

Position on the ground floor makes the classroom's horizontal traffic easily
accessible. Since the basement is used only by the staff, this does not interfere
with the free movement of PWDs. Toilets are among the spaces where PWDs
could find problems using the small available space. In addition, the doctor's
and administration office doors present barriers that would be difficult to
cross. The materials used on the floor are parquet and tiles, wherein some
parts are covered with carpet. The latter may show difficulty in manoeuvring
the manual cart less freely and less in the electric one.

On the other hand, in the outdoor areas, it is noticed that the courtyard area
does not provide space for play for wheelchair users. In addition, the pathway
to the sports field makes access difficult and denies it overall (fig.2). Analyzing
the gathered data. Each barrier causes a different difficulty leading to a chain
of obstacles, which further causes the exclusion of almost all activities a child
in a wheelchair may encounter in this building.

Primary school ‘Hasan Prishtina’ - was built in 1968, with 2187 students. This
school is located in the Ulpiana neighbourhood, Prishtina. This building has a
central position, but the topography in this location is quite steep. Access to
the facility is challenging if the student in a wheelchair wants to go to school
independently, especially when the plot does not have parking. The main
entrance to the courtyard consists of several ramps built temporarily to carry
goods for the school and by no means for PWDs.

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Figure 3. Location of the gymnasium "Hasan Prishtina" in the city of

Prishtina and identification of the physical barriers (author: G. Morina).

Therefore, these ramps are not equipped with the correct elements and do
not possess the proper slope for a wheelchair user. Moreover, it further
increases the risk of their use. It needs bypassing with assistance on these
ramps. The communication between the outer and inner space is on the same
level. Although the doors are wide and easily passable, several other obstacles
prevent further movement (fig. 3). The interview with the school's deputy
director discussed how the inaccessibility in this school was highlighted during
an event they had at their school. When Janis McDavid, motivational speaker
and wheelchair user, visited the school, the latter had to improvise a ramp to
attend the event, where he was the main protagonist (fig. 3). This highlighted
the school's shortcomings further pushed forward the concern about the
accessibilities of PWDs. It is more than evident that when this facility was
designed, the rights of PWDs were not appropriately respected. The numerous
barriers in this building mainly come from the slope of the terrain but without
leaving aside the time when it was built. A person in a wheelchair attending
this school can use the spaces, with someone's assistance at the main entrance
hall, the two classrooms on the -2nd floor, and the football field in the
schoolyard. The non-accessibility usually affects most classes they must
attend, such as physical education, computer science, and other activities and
events in the meeting room or different parts of the school. Most of these kids'

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activities are trivial and are just trying to navigate a built environment where
they are ignored.

High school “Xhevdet Doda”- is among the newest buildings investigated, built
in 2010 and located in the neighbourhood Lakrishtë, a school of 1178 students.
The pathway toward the entrance is flat and easily accessible. The plot has
parking spaces but no parking dedicated to PWDs. The main entrance to the
building consists of a ramp and stairs. Currently, this ramp has a distance of
10 meters and a slope of 9% (fig. 4). According to the Administrative
Instructions, this may affect the independent movement of PWDs who need to
pause and have time to rest after 6 meters of ramp length.

Figure 4. Location of the gymnasium "Xhevdet Doda" in the city of Prishtina

and identification of the physical barriers (author: G. Morina).

The most accessible space of the building is the generous multifunctional area
that allows students to participate in various activities. Although this facility
has provided a ramp to the main entrance, it further deprives PWDs of
participating in activities in other spaces, such as the outside sports field, the
locker room in the gym, the library, the computer cabinet, and other cabinets.
In addition, a lack of vertical circulation leads to separation from their peers
in leisure activities and other classes. The building has a toilet dedicated to
PWDs but lacks all the necessary elements. The abovementioned barriers are

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encountered on the ground floor, while the upper floors are inaccessible.
Interviews with PWDs in higher education and those at high school have shown
more discomfort in seeking help. All the more so when the design constantly
highlights this need. Although this building offers more opportunities than
other study cases, taking into account its recent construction, it still does not
meet all the requirements that a student in a wheelchair needs.

Higher Education Institutions - Faculty of Law and Economics, UP "Hasan

Prishtina," was established in 1961. This faculty has a central position and is
part of the university campus in Prishtina. The path to the building is mainly
flat, with a slight slope. The plot has parking lots, but no parking is marked
for PWDs. The main entrance to the building consists of a ramp and stairs.
Although the ramp has the proper slope, it does not possess the handrails for
support. This faculty is filled with unevenness, degrees, and barriers that deny
students with wheelchairs to run the administrative services independently,
hold all lectures in the respective halls, consult with professors, etc. (fig.5).
At this level of education, the level of awareness about physical barriers and
the solidarity of others is even higher. With almost minimal investment, the
potential for adaptation of these two integrated faculties could be accessible
to wheelchair users.

Figure 5. Identification of barriers in the Faculty of Economics and Law

(author: G. Morina).

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Discussion and proposal

All identified problems on the investigated buildings of four levels of the

educational cycle are presented in the table (fig.6). It is evident that all four
levels continue the pattern of difficulties that PWDs encounter during their
education.

Figure 6.Accessibility table for all four case studies (author: G. Morina).

What PWDs take from their study experience is minimal activities, where all
actions depend on others, thus highlighting their disability. By analyzing case
studies, questionnaires, and interviews with wheelchair users who are still
attending school or even those who have completed their studies, it has been
understood that earlier levels of education show more significant motivation
for intervention. Thus, by addressing the root of the problem and intervening
at this level, PWDs education could take a different direction. Many schools
need to provide space and opportunities to include PWDs in the learning
process. Accessibility remains one of the most critical factors that directly
affect the furtherance of PWD's education. Research has also shown that
sometimes more than just one ramp at the main entrance is needed to solve
the whole problem, so it is essential to understand how the building functions
and how the PWDs should be included.

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The investigation line of the research progresses the study in two possible
scenarios/proposals, targeting the elementary education level. The gathered
research shows that the buildings of this level are significant to improve and
are the critical levels of the educational cycle. However, different impetus
can be triggered for all other levels. The first scenario is the possible minimal
interventions (adds on) in the "Hasan Prishtina" school, an actual building. And
second is a proposal for a new project (elementary school) in Arberia. Both of
the proposed scenarios have different approaches to the planning process. The
first one is after the building has been finished and the PWDs accessibility
features have been added in the post-course. The second scenario gives a
contrasting approach, whereas it starts from the PWDs accessibility and
develops further the school design.

In the first scenario, the “Hasan Prishtina” addendum. Primarily, the physical
barriers that pose mobility challenges are targeted, followed by discovering
the possible interventions. The proposal significantly improves the PWD's free
movement in the entire building. Initially, ramps were proposed at the main
entrance, along with the stairs, and were moved inside the plot, thus freeing
the sidewalk (fig.7). PWDs toilets have also been proposed, with minimal
needed dimensions. For vertical communication, the new proposed elevator is
also an integral part of the bridge that connects floor -1 with a part of the
courtyard that leads directly to the sports hall (fig.7). A ramp at the entrance
to the pre-primary level has been proposed. However, it has been impossible
to intervene from the main entrance due to the narrow space. Therefore, a
lifting platform was added to the main lobby and sports hall area, allowing
PWDs access to the game room and other classes. The improvement of PWDs
circulation in this building is shown in red (fig.7), representing the spaces with
improved circulation. In white, some areas cannot be improved with minimal
interventions. Therefore, a compromise to alleviate the situation should be
considered and make the building accessible to almost all school activities.

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Figure 7.The first scenario design intervention at the primary school "
Hasan Prishtina" (author: G. Morina).

By making this building accessible to all, the school's quality will increase. In
addition, all children who use wheelchairs will have the opportunity to enjoy
the school experience alongside their peers. Rather a society with a large
circle of diversity is a healthy and promising society for the future.

The second scenario is the Arberia project. Recommendations of a prototype

starting opposite the first scenario derived from situations where the building's
intervention for free PWDs accessibility is impossible. Therefore, it is essential
that during the design process of new projects, the needs of PWD are
considered so as not to create problems that will later try to be solved. To
have the best possible accessibility for PWDs, some architectural elements
that have emerged from this research should be considered (fig.8). Also, these
elements can be the starting point of the design process, making the whole
design process more integrative.

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Figure 8. Accessibility premises (author: G. Morina).

According to the urban development plan of Prishtina, a new school is foreseen

in the Arbëria neighbourhood. The aim is to develop a new school project with
inclusive planning and design. The proposed functional scheme provides a
conceptual solution of design that would give a more comprehensive
approach. The operational plan has all the cabinets and some classrooms on
the ground floor (fig.9). The classes are oriented to the southeast. In contrast,
the cabinets have been moved to the north side, with lateral lighting from the
proposed atrium. A direct connection has also been made from the main
entrance to the southern part where the courtyard is located. This connection,
along the way, passes through the multipurpose area, which can be equipped
with ramps as a practical and creative solution. At the end of this space is the
student’s café, which could be part of the ramp composition, while its direct
connection with the outdoor area offers a relaxing space for all students. Since
on the west side, the slope of the terrain is greater; the sports hall has been
located to that part to respect the height in the context of the location.

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Figure 9. Second scenario proposal, new design project (author: G. Morina).

Although physical resilience does not entirely solve the inclusion of PWDs in
society, it is the first and crucial step to achieving it. Therefore, such an
advancement leads to a more integrative community. As an outcome of two
scenarios and all the above investigation, this paper aims to conclude some
general recommendations to the Kosovo relevant institutions and beyond:
People with disabilities to become part of the design process in public
projects; Simulation of disabilities leads to different stereotypes, so it is
recommended that interaction between architects and PWDs be more
significant to understand their needs better; The exchange can start from the
schools of Architecture where PWDs can be invited and give their perspective.
Whereas their needs can be used as a source of inspiration for creative design,
rather than replicating solutions, Accessibility codes and rules may be more
comprehensive but also more flexible. By giving people with disabilities all the
opportunities for their education, we open the doors for those who further
want to study architecture. This way, we would have more qualitative input
from a person who faces disability and architecture professionally. Given that
architecture was born in the past as a constant human need to adapt
continually, today, it needs to adapt equally.

Conclusion

This research has come to understand the importance of including PWDs in

society. Their right to education is protected by law and conventions, so the
state must take appropriate measures to eliminate barriers and inaccessibility.
In including PWDs in regular classes, the necessary tools and actors in the
learning process should be provided. With the proper implementation of
inclusive education, other students can also benefit. The interaction of

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architects and PWDs should be more notable, whereas their needs can be used
as a source of inspiration for creative design rather than replicating them as
solutions. All four educational levels (preschool, elementary school, high
school, university/college) showcase more or less the same physical barriers.
However, higher education facilities foster more PWDs accessibility than
preschool or elementary schools. However, it could be more related to the
activities accommodated in different educational levels, such as the one
combined with play and physical activity, as well as the ratio of the higher
education facilities with the overall population. Nevertheless, it is of utmost
importance that the first levels of educational facilities have fulfilled the
universal design standards, thus not discontinuing the educational cycle from
the beginning and creating involuntary isolation and social non-inclusion.

Furthermore, this should be regarded when starting new projects by offering

the broadest possible flexibility for future users. In addition, architects need
to look beyond standardized solutions and bring innovative solutions through
these elements for all groups in society. Considering the needs of others in the
original design, rather than adapting one to fit additional requirements, could
be what helps identify deficits in the design that the architect may have yet
to consider. The best-designed public building projects improve the lives of
all users of that building; by thinking creatively and with a great design,
beautiful accessibility creates spaces that welcome everyone (Mortice 2019).
Using inclusive design and inclusive schools, all children create influential
personalities with excellent potential for empathy. Accessibility is more than
physical access; it includes PWDs in society. Thus, they are a considerable
advantage for society in the long run.

Acknowledgements

The studies reported in this article are extensions of the master thesis done
by Gresa Morina, mentored by Arta Basha – Jakupi, and supplementary
observations by Dukagjin Hasimja. This research received no specific grant
from funding agencies in the public, commercial, or not-for-profit sectors.

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Volume 13, Issue 1. (CC) JACCES, 2023. ISSN: 2013-7087

How to cite this article:

Jakupi, A., Morina, G., & Hasimja, D. Architecture challenges in attaining a

complete education cycle for people with disabilities: Sharing experience
from Kosovo. Journal of Accessibility and Design for All, 13(1), 94–112.
https://doi.org/10.17411/jacces.v13i1.369

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