{"id":4933,"date":"2025-07-10T04:00:00","date_gmt":"2025-07-10T02:00:00","guid":{"rendered":"https:\/\/diarieducacio.cat\/educaciolocal\/?p=4933"},"modified":"2025-07-10T09:15:26","modified_gmt":"2025-07-10T07:15:26","slug":"parlem-daccessibilitat","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/educaciolocal\/2025\/07\/10\/parlem-daccessibilitat\/","title":{"rendered":"Parlem d\u2019accessibilitat"},"content":{"rendered":"\n

La inclusi\u00f3 \u00e9s un dret, juntament amb el dret a la igualtat i a l\u2019educaci\u00f3. De fet, haur\u00edem de parlar del dret a la \u00abno exclusi\u00f3\u00bb, sobre la base de la no discriminaci\u00f3 i la igualtat d\u2019oportunitats. La mateixa societat \u00e9s qui exclou determinats perfils de persones perqu\u00e8 no formen part d\u2019una \u00abnormalitat tipificada\u00bb. S’ha posat massa l’accent en les dificultats personals d’infants, joves i adults excloent-los d\u2019aquesta normalitat. Booth i Ainscow [1]<\/u><\/a>, ja en el 2011, proposaven un canvi de paradigma, entenent les barreres de participaci\u00f3 i d’oportunitats com a factors contextuals que dificulten l\u2019aprenentatge i la participaci\u00f3 dels alumnes, m\u00e9s que no pas els d\u00e8ficits individuals. Els centres educatius no nom\u00e9s han de promoure la reflexi\u00f3 sobre les seves pr\u00f2pies pr\u00e0ctiques i pol\u00edtiques sin\u00f3 que han de garantir que s\u2019ajustin a aquests drets de l\u2019alumnat fent efectiva la igualtat i l\u2019equitat educativa [2]<\/u><\/a>.<\/p>\n\n\n\n

Aquest principi de no exclusi\u00f3 el podem aplicar a tots els nivells, de forma id\u00e8ntica en mat\u00e8ria d\u2019accessibilitat f\u00edsica, cognitiva i sensorial. Treballar amb tots els mitjans de qu\u00e8 disposen les escoles per a reduir al m\u00ednim les barreres que incapaciten, temporalment o permanentment, far\u00e0 que la paraula discapacitat pugui ser esborrada definitivament. Si es canvia el punt de vista, tot el paisatge canvia; si es modifica la forma de concebre i projectar l\u2019entorn educatiu, el bon disseny el capacitar\u00e0, evitant que l\u2019entorn redueixi les oportunitats de plena participaci\u00f3.<\/p>\n\n\n\n

A finals del 2023, el Departament de Drets Socials de la Generalitat de Catalunya va aprovar el nou Codi d\u2019accessibilitat de Catalunya [3]<\/u><\/a>. Aquest decret desenvolupa els conceptes d\u2019accessibilitat f\u00edsica, sensorial i cognitiva, desplegant el cos normatiu que preveia la Llei 13\/2014 en mat\u00e8ria d\u2019accessibilitat universal [4]<\/u><\/a>. Aquest nou Codi dona les condicions, eines i par\u00e0metres dimensionals per a assolir un disseny per a tothom, garantint un entorn en qu\u00e8 totes les persones a la seva vida quotidiana en puguin fer \u00fas i el puguin gaudir amb seguretat, comoditat i de la manera m\u00e9s aut\u00f2noma i natural possible.<\/p>\n\n\n\n

Els equipaments educatius<\/h3>\n\n\n\n

Si b\u00e9 els nous edificis seran projectats sota els criteris d\u2019obligat compliment del nou Codi d\u2019accessibilitat, ens trobem amb un gran parc d\u2019edificis existents que requereixen d\u2019uns \u00abajustos raonables\u00bb, dins dels terminis pertinents que estableix el Codi per al seu compliment.<\/p>\n\n\n\n

A tall d\u2019exemple, determinats edificis existents d\u2019\u00fas docent haurien de disposar actualment d\u2019un acc\u00e9s practicable des de la via p\u00fablica. Tenen fins al 2027 per a habilitar una cambra higi\u00e8nica d\u2019\u00fas practicable i finalment, disposen fins a l\u2019any 2030 perqu\u00e8 un 20% de les aules multifuncionals siguin accessibles, a m\u00e9s d\u2019una aula accessible de cadascuna de les tipologies espec\u00edfiques (laboratori, inform\u00e0tica, m\u00fasica, etc.). El nou Codi regula que aquests terminis es veuran redu\u00efts quan alumnes, docents o treballadors amb discapacitat, usuaris dels edificis, ho sol\u00b7licitin o quan es facin reformes als edificis.<\/p>\n\n\n\n

Afegit a l\u2019exemple anterior relatiu a l\u2019accessibilitat f\u00edsica en edificis existents, els centres educatius han de preveure la implantaci\u00f3 de procediments perqu\u00e8 els alumnes i professors amb discapacitats disposin dels recursos humans, materials, tecnol\u00f2gics, d’acc\u00e9s a la informaci\u00f3 i d’expressi\u00f3 del coneixement, tant per impartir com per a accedir al curr\u00edculum en condicions d’equitat amb la resta de l’alumnat. Cal garantir tan aviat com sigui possible l\u2019accessibilitat dels elements de mobiliari i dels recursos espec\u00edfics individuals, aix\u00ed com de les plataformes digitals, programari, aplicacions i p\u00e0gines web. De la mateixa manera, durant les proves de coneixement, les adaptacions d\u2019acc\u00e9s a la informaci\u00f3 i d\u2019expressi\u00f3 han d\u2019anar d\u2019acord amb les utilitzades durant el proc\u00e9s formatiu anterior.<\/p>\n\n\n\n

Els municipis<\/h3>\n\n\n\n

Els ens locals s\u00f3n responsables de molts serveis i equipaments adre\u00e7ats a garantir l\u2019acc\u00e9s universal a una educaci\u00f3 de qualitat, posant en relleu la seva principal aportaci\u00f3: l\u2019arrelament al seu territori, la proximitat i la capacitat d\u2019adaptaci\u00f3 a les necessitats espec\u00edfiques de tothom. En mat\u00e8ria d\u2019accessibilitat f\u00edsica, cognitiva i sensorial, el Pla d\u2019accessibilitat \u00e9s l\u2019instrument que identifica i planifica les actuacions que cal dur a terme perqu\u00e8 en cada \u00e0mbit d\u2019aplicaci\u00f3 s\u2019assoleixin les condicions d\u2019accessibilitat establertes legalment. Correspon als municipis elaborar, aprovar i executar el seu propi pla.<\/p>\n\n\n\n

L’entrada en vigor el mar\u00e7 de 2024 d’aquest nou Codi d’accessibilitat va suposar l’inici efectiu dels terminis per a la revisi\u00f3 o elaboraci\u00f3 dels plans d’accessibilitat de les administracions p\u00fabliques i per a la seva execuci\u00f3. Aquests terminis s\u00f3n -a comptar des de l\u2019entrada en vigor del Codi- de tres anys per a l\u2019elaboraci\u00f3 o revisi\u00f3 del Pla d\u2019accessibilitat, i de vuit, dotze o quinze anys per a executar-los, en funci\u00f3 de la poblaci\u00f3 de cada municipi. Caldr\u00e0, doncs, que totes les \u00e0rees dels ens locals actu\u00efn per adaptar els entorns, espais, edificis, serveis, mitjans de transport, processos, productes, aparells, instruments, dispositius, eines i mecanismes, etc., aix\u00ed com per adaptar la seva mirada i garantir l\u2019accessibilitat amb la m\u00e0xima amplitud i qualitat possibles. Parlem d\u2019accessibilitat per a tothom, ser\u00e0 necessari continuar parlant-ne i caldr\u00e0 actuar durant els anys que venen.<\/p>\n\n\n\n

<\/p>\n\n\n\n

[1]<\/u><\/a> Booth i Ainscow.(2011). Booth, T., & Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education. Traducci\u00f3:  Guia per a l\u2019educaci\u00f3n inclusiva. Recuperat de https:\/\/downgalicia.org\/wp-content\/uploads\/2018\/01\/Guia-para-la-Educacion-Inclusiva.pdf<\/u><\/a><\/p>\n\n\n\n

[2]<\/u><\/a> L\u2019article 24 de la Convenci\u00f3 internacional dels drets de les persones amb discapacitat reconeix que totes les persones tenen dret a una educaci\u00f3 inclusiva, sobre la base de la no discriminaci\u00f3 i la igualtat d\u2019oportunitats. Els estats que han ratificat aquesta Convenci\u00f3, com \u00e9s l\u2019Estat espanyol, han d\u2019assegurar un sistema educatiu inclusiu a tots nivells, que permeti gaudir d\u2019un ensenyament al llarg de la vida. https:\/\/novacelona.es\/2024\/02\/28\/el-dret-a-lescola-inclusiva-es-un-dret-fonamental-tambe-en-les-etapes-deducacio-no-obligatoria\/<\/u><\/a><\/p>\n\n\n\n

[3]<\/u><\/a> Decret de 28 de novembre, pel qual s’aprova el Codi d’accessibilitat de Catalunya.<\/p>\n\n\n\n

https:\/\/portaljuridic.gencat.cat\/eli\/es-ct\/d\/2023\/11\/28\/209\/cer<\/a><\/p>\n\n\n\n

[4]<\/u><\/a> Llei 13\/2014, del 30 d’octubre, d’accessibilitat.<\/p>\n\n\n\n

https:\/\/portaljuridic.gencat.cat\/eli\/es-ct\/l\/2014\/10\/30\/13<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

La inclusi\u00f3 \u00e9s un dret, juntament amb el dret a la igualtat i a l\u2019educaci\u00f3. De fet, haur\u00edem de parlar del dret a la \u00abno exclusi\u00f3\u00bb, sobre la base de la no discriminaci\u00f3 i la igualtat d\u2019oportunitats. La mateixa societat \u00e9s qui exclou determinats perfils de persones perqu\u00e8 no formen part d\u2019una \u00abnormalitat tipificada\u00bb. S’ha<\/p>\n","protected":false},"author":2099,"featured_media":4935,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[243,185],"tags":[161,219,389],"tipo":[391],"class_list":{"0":"post-4933","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-comunitat","8":"category-educacio-inclusiva","9":"tag-educacio-inclusiva","10":"tag-inclusio","11":"tag-inclusio-educativa","12":"tipo-opinio"},"yoast_head":"\nParlem d\u2019accessibilitat - El blog de l'educaci\u00f3 local<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/diarieducacio.cat\/educaciolocal\/2025\/07\/10\/parlem-daccessibilitat\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Parlem d\u2019accessibilitat - El blog de l'educaci\u00f3 local\" \/>\n<meta property=\"og:description\" content=\"La inclusi\u00f3 \u00e9s un dret, juntament amb el dret a la igualtat i a l\u2019educaci\u00f3. 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