2009
Trinity College Dublin – Access Audit
Implementation Plan
Universal Access Implementation Plan – Trinity College Dublin
TCD - Universal Access Implementation Plan
Table of Contents
General Introduction .............................................................................................................................................................................3
Part 1....................................................................................................................................................................................................4
Stakeholders ..................................................................................................................................... Error! Bookmark not defined.
Embedding in the Implementation Plan ............................................................................................................................................4
Approach ..........................................................................................................................................................................................4
Access Auditing ................................................................................................................................................................................4
Consultation ......................................................................................................................................................................................4
Prioritisation Methodology ................................................................................................................................................................5
Part II....................................................................................................................................................................................................7
Layout ...............................................................................................................................................................................................7
Priorities ............................................................................................................................................................................................7
Campus Wide Areas for Improving Universal Access:......................................................................................................................8
Initial Suggested Phased Approach to Implementing Universal Access:..............................................................................................8
Initial 3 year phase:...........................................................................................................................................................................8
Subsequent 3-6 year phase:.............................................................................................................................................................9
Explanation of Criteria Terms: ..........................................................................................................................................................9
Appendix A – Implementation Plan Matrix..........................................................................................................................................12
Appendix B - Embedding in the Implementation Plan ........................................................................................................................13
Appendix C - Legislation ....................................................................................................................................................................14
Appendix D – Highlighted Campus Wide Areas for Improving Universal Access: ..............................................................................16
Appendix E – Prioritisation Methodology ............................................................................................................................................23
Principles as a method of prioritising future works arising from the audits needs to be considered: ...........................................23
Additional Considerations in this Process: ..................................................................................................................................23
Examples of decisions that need to be made next in relation to the Implementation Plan for the Built Environment: .................24
Declan Treanor, College Disability Service – April 2009
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Universal Access Implementation Plan – Trinity College Dublin
Introduction
College carried out a college wide access audit in mid-to-late 2008. This was an important and valuable study, carried out under the
auspices of the College Disability Service and the Director of Buildings Office, which will allow us to plan and ensure that the
College meets the requirements of all applicable legislation and building regulations relating to universal design issues. The
outcome of this audit was followed up with this document which outlines a comprehensive action and priority list of accessibility
projects known as the Access audit implementation plan.
The purpose of this document is to provide relevant College staff with guidance to assist in the preparation, prioritisation and
implementation of works to improve universal access throughout the campus and facilities. Focus on the strategic deliverables of
the Implementation Plan is required, thus giving management and staff coherent information in a policy statement agreed by all.
There are many issues affecting an implementation plan1, however the emphasis hereunder is substantially on the built
environment of Trinity College. The requirement now is to present these findings in a manner that will assist the Director of
Buildings and relevant committee to plan for this programme of work in a strategic way. Significant resources are required to assist
this plan and there is a need to inform the College Executive of this need.
It is recommended an Access Audit Working Group is set up to oversee the implementation plan specified within. This group will
oversee the Access Audit implementation plan and report on progress annually.
1
Issues affecting an implementation plan:
Goods and Services
Communications plan
Consultation with Disability Groups
Educational Standards
Budgeting Plans
Declan Treanor, College Disability Service – April 2009
Information Flow
Procurement procedures
Inter-Departmental co-operation
Monitoring and evaluation of the plan
Disruptions and Emergencies (provision for people with disabilities)
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Universal Access Implementation Plan – Trinity College Dublin
In addition to priority lists for each building, campus wide areas for improvement are identified with seven areas including personal
emergency egress plans; designated safe footway route and signage are identified as minor works that can be acted upon in the
short to medium term.
Part 1
Embedding in the Implementation Plan
Delivery of an implementation plan should be a corporate commitment for College. It is an important element for success that
delivery is regarded as an organisation-wide obligation and is not confined to the remit of a single person or department.
Democratic oversight of the delivery, monitoring and review of College’s implementation plan is of particular importance. Senior
management can signal the organisation-wide commitment to their staff through several inter-connected responses (Appendix B).
Approach
College’s internal management approach to disability issues is regarded as a key improvement initiative for the future of Universal
Access, Corporate Planning, Educational Standards and Annual Operational Planning cycles, the College is keen to demonstrate a
commitment to enhance environment and facilities to benefit disabled students and visitors, ongoing methods which mainstream
services for people with disabilities, from inception to completion, is being progressed actively.
Access Auditing
College engaged an access consultancy (Configure) in July 2008 to carry out access audits of the built environment throughout
College premises. All of these audits have now been completed.
Consultation and communication
Implementation plans should be developed in consultation with people with disabilities via the Universal Design Advisory
Committee a sub-committee of Site and Facilities. College should put in place structures to monitor and review the progress of their
Universal Access Implementation Plans and yearly progress reports should be prepared.
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Universal Access Implementation Plan – Trinity College Dublin
It is proposed that a website should be developed which would house all access audits and implementation plans, this will enable
building owners to view information and take ownership of issues that will allow for implementation to be taken seriously at all levels
in College. It is expected these pages would be password protected to limit access. In addition, building owners i.e. Heads of
Schools, Deans of Faculties and heads of Administration will be informed of audits relating to their buildings and that when any
works are proposed implementation plans are considered so accessibility issues are given priority.
Prioritisation Methodology
In relation to prioritisation, principles include the level of usage within a building or service area, the views of representative groups,
the fit, or coherence, with College’s budgetary position and other local circumstances.
Consultation is clearly a major contributor to the prioritisation process. However, different timescales and programming may result
in some buildings not being accessible for some time, which may impact on the College’s prioritisation of the work. Should such
circumstances exist, the Trinity College’s planned response should be explained.
When deciding on a methodology for prioritisation, College needs to consider the importance of the interface between facilities,
infrastructure and resources. (Appendix E)
Access Audit working group
To make best use of the opportunities and funding available, College need to be strategic. An access working group may be one
way of ensuring this. At best such a group:

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
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Will include members of the Director of Buildings, Disability Service, a representative of Estates Strategy group and/or Site and
Facilities and senior managers from elsewhere in College
Will set priorities for implementing access audit’s recommendations and implementation plan
Can take the long view about improvements and adaptations to estates
Will ensure that access issues are built into an estates strategy and the institution’s overall strategy
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Universal Access Implementation Plan – Trinity College Dublin



Ensure appropriate funding is set aside to implement improvements
Can oversee building projects and adaptations to ensure that recommendations are carried out as planned
Can keep the accessibility of the institution’s estate under review.
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Universal Access Implementation Plan – Trinity College Dublin
Part II
Part II consists of a matrix of actions to implement the requirements of the Disability Act 2005. The matrix briefly describes each
action, broken down into its component parts where appropriate, estimated costs, feasibility and impact levels, time frame for
works, responsibility of ‘Lead Department‘ and Progress status identified for each action. Information concerning progress to date
should also be entered by each ‘Lead Department’.
Layout
The matrixes are designed to correspond directly with the completed audits and hence are divided up in a similar manner. During
auditing the college was divided up into 17 zones, covering the entire campus as well as satellite facilities. Therefore the
implementation plan is divided up similarly. Each building audited has an individual implementation plan.
Priorities
Each implementation plan matrix is divided up into priorities 1-3 corresponding to the access audits.
Priority 1
Priority 2
Priority 3
Adjustments required as a Adjustments to be
Least urgent works
high priority to remove or
incorporated into an
although considered
avoid barriers to access.
existing maintenance or
desirable and beneficial.
development plan in the
medium term to long term.
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Universal Access Implementation Plan – Trinity College Dublin
Similarly the report is also divided highlighting any maintenance or self help issues. As these issues are throughout the priorities 13 they have been highlighted in YELLOW to maintain the structure of the document.
The matrix is drafted with the intention that it be a dynamic and ‘living’ document, updated and reviewed periodically, and referred
to in Annual Reports and other internal reporting arrangements.
The matrix should also be updated accordingly as works progress so it is very much a ‘live’ document. Should the scale, scope or
target date of the work be amended in the future, details should be entered with a brief explanation. For example, if a subsequent
site survey indicates that a planned action is inappropriate, this information could be entered.
Initial budgetary estimates submitted for the various actions should be updated periodically, index linked to a 2009 baseline.
Campus Wide Areas for Improving Universal Access:
In addition to the matrix implementation plans for each building throughout the campus, several college wide initial areas have been
highlighted in appendix D. This focuses on key areas that can be acted upon initially and that can improve universal access
campus wide within realistic budgetary constraints. (Appendix D)
Initial Suggested Phased Approach to Implementing Universal Access:
Initial 3 year phase:
 Phase 1 – Implementing the campus wide changes highlighted in Appendix D.

Phase 2 – Identify the maintenance issues highlighted and start making appropriate changes as well as implementing a
system that allows these changes to be made in conjunction with ongoing maintenance works.
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Universal Access Implementation Plan – Trinity College Dublin

Phase 3 – Identify Priority 1 issues that were recognised as high impact and high feasibility, and implementing changes
where appropriate.
Subsequent 3-6 year phase:

Phase 4 - Identify Priority 2 issues that were recognised as high impact and high feasibility, and implementing changes
where appropriate.

Phase 5 - Identify Priority 3 issues that were recognised as high impact and high feasibility, and implementing changes
where appropriate.

Phase 6 – Identify remaining issues and review feasibility and impact as well as options for improving accessibility.
It should be noted that these phases can and should have a degree of overlap. For example while in phase 1, if maintenance is
ongoing where changes can be made, they should be implemented.
Trinity College’s initial three-year phase of the implementation plan will be reviewed and updated. Subsequent phases of actions,
planned from 2012 to 2015 will receive more detailed treatment in later iterations of the plan, but it is important that the initial threeyear phase is the focus and that there is not a disproportionate and unrealistic set of actions relating to subsequent phases.
The phased approach highlighted above is a suggested approach as these phases are subject to current and extended budgets,
resources and demand and should be implemented with consideration both to the available budget, its priority and it impact on
universal access. (See Appendix E)
Explanation of Criteria Terms:
1. Ref – This item corresponds to the reference number in the access audits, tying both the access audits and implementation plan
together and allowing easy reference between the two documents.
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Universal Access Implementation Plan – Trinity College Dublin
2. Feature – Refers to the item that requires adjusting.
3. Action – Refers to the action to be undertaken in order to improve accessibility.
4. Costing – Refers to an estimated costing. This is given per item and is not the overall cost of the adjustment. For example for
colour contrast marking strips at €25, this applies to a single strip. It also should be noted that many of the costings in both the
audits and implementation plan refer to Configure Ltd’s pricing and other suppliers or contractors prices may vary.
Explanation of costing terms:
 Access /Engineers Report Required: This refers to items where an accurate costing can not be given without
further survey. For example items that may require structural or civil works are unable to be accurately costed
and different suppliers or contractor’s estimates may vary widely.
 Include in next maintenance plan visit: This refers to items that can be added to the maintenance plan.
Generally this means that items in-house general maintenance staff can manage.
 Self Help/No Cost: Similar to maintenance items, this refers to items that can be added to the maintenance
plan and can be managed by most in-house general maintenance staff.
5. Feasibility - Measures if successful implementation of the issue is likely to be accomplished or dealt with effectively. The
feasibility rating is given using a High – Low System, high meaning highly feasible and likely to result in successful fulfilment and
low meaning it may require considerable expense and/or major structural or civil works.
6. Impact - Measures the complete effect of a particular change in relation to the potential improvement to access it may provide.
It evaluates the long term change to access and its potential effect on the disabled and greater population of the college. The
Impact rating is given using a High – Low Rating System, high having a prominent impact on the greater disabled population
and Low having a lower impact on the greater disabled community.
7. Timeframe – Suggest a tiered time frame system is used.
Example:
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Universal Access Implementation Plan – Trinity College Dublin




Immediate – referring to issues that require immediate attention as it may cause a health and safety issue.
Short Term – referring to issues that require rapid attention, generally for Priority 1 issues that create a barrier for
access to disabled people. Also refers to issues that can be incorporated into the general maintenance program.
Medium Term – refers to issues that can be incorporated into the existing maintenance or development works
program, generally for Priority 2 issues.
Long Term – Refers to issues that may require larger works and should be incorporated into the long term
development and refurbishment agenda for the college. Generally for Priority 3 issues.
8. Lead Department – This refers to the college Department, faculty or person responsible.
9. Progress – This item should be filled in throughout the access improvements, insuring that issues that have been amended are
updated. This allows you to keep track of changes that are pending and also to record changes that have been made, ensuring
the document remains a ‘live document.’
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Universal Access Implementation Plan – Trinity College Dublin
Appendix A – Implementation Plan Matrix
Zones 1 to 17
Zone 1
Zone 10
Zone 2
Zone 11
Zone 3
Zone 12
Zone 4
Zone 13
Zone 5
Zone 14
Zone 6
Zone 15
Zone 7
Zone 16
Zone 8
Zone 17
Zone 9
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Universal Access Implementation Plan – Trinity College Dublin
Appendix B - Embedding in the Implementation Plan
Senior management can signal the organisation-wide commitment to their staff through several inter-connected responses:
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Policy Responsibility – College may assign policy oversight and responsibility for disability issues to a designated
Committee or Group, These Committees or Groups should receive and co-ordinate regular periodic reports as to how
disability issues and accessibility are being addressed and advanced.
-
Strategic Planning - College should avail of the opportunities arising from the review of their Strategic Plans to
appropriately reflect a Universal Access Implementation Plan. This provides the basis and authority for all subsequent
prioritisation, budgetary and resource allocation by the College. Progress in relation to the implementation plan may also be
included as a standing item on the agendas for relevant Management Teams or other appropriate forums.
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Disability Services Section Newsletters –Consider publicising on a regular basis the progress of key deliverables of the
Universal Access Implementation Plan over its first three year planned programme, as each building or facility is improved.
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Operational responsibility – In order to address the multi-faceted nature of issues arising from the Access Audits, it will be
necessary to have an appropriate multi-disciplinary response. The aim is to achieve a coherent response across
schools/departments and sections, and between senior management and operational teams.
This may be best achieved by assigning oversight responsibilities to an internal steering group, made up of appropriate
senior staff members from departments or sections that have assigned targets and actions under the Universal Access
Implementation Plan.
These responsibilities should be matched with access to appropriate levels of resources, authority for action, and
responsibilities for performance. The steering group should also include Trinity College’s access officer and should report on
a regular basis to senior management teams and the Site and Facilities Committee and Board.
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Universal Access Implementation Plan – Trinity College Dublin
Appendix C - Legislation
The Disability Act 2005 places significant responsibilities on public bodies to make their services accessible to people with
disabilities. The Disability Act (2005) defines disability as:
‘disability, in relation to a person, means a substantial restriction in the capacity of the person to carry on a profession, business or
occupation in the State or to participate in social or cultural life in the State by reason of an enduring physical, sensory, mental
health or intellectual impairment’.
The Government launched the National Disability Strategy on 21 September, 2004 to underpin the participation of people with
disabilities in Irish society. The strategy builds on existing policy and legislation, including the policy of mainstreaming public
services for people with disabilities. It has been endorsed in the new social partnership agreement, towards 2016.
The key elements of the strategy are:
-
the Disability Act 2005.
the Citizens Information Act 2007, which equips the Citizens Information Board (formerly Comhairle) to provide a
personal advocacy service for people with disabilities
the Education for Persons with Special Educational Needs Act 2004
sectoral plans prepared by six Government departments
Under the Disability Act, all public bodies, subject to certain considerations provided for in the Act, are required to ensure that
access to services is integrated and to provide assistance to people accessing services. Services and goods supplied to all public
bodies are required to be accessible and communications and information provided by public bodies must be accessible.
The Equal Status Acts 2000 to 2004 prohibit discrimination on the following nine grounds:
1. The gender ground: A man, a woman or a transsexual person;
2. The marital status ground: Single, married, separated, divorced or widowed;
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Universal Access Implementation Plan – Trinity College Dublin
3. The family status ground: Pregnant, a parent of a person under 18 years or the resident primary carer or parent of a person
with a disability;
4. The sexual orientation ground: Gay, lesbian, bisexual or heterosexual;
5. The religion ground: Different religious belief, background, outlook or none;
6. The age ground: This only applies to people over 18 except for the provision of car insurance to licensed drivers under that
age;
7. The disability ground: This is broadly defined including people with physical, intellectual, learning, cognitive or emotional
disabilities and a range of medical conditions.
8. The race ground: A particular race, skin colour, nationality or ethnic origin;
9. The Traveller community ground: People who are commonly called Travellers, who are identified both by Travellers and
others as people with a shared history, culture and traditions, identified historically as a nomadic way of life on the island of
Ireland.
The Equality Authority launched its Annual Report 2006. Speaking at the launch Niall Crowley, CEO of the Equality Authority
highlighted that
"Allegations of discrimination on the disability ground make up the largest group of Equality Authority case files under the
Employment Equality Acts, the Equal Status Acts and the Intoxicating Liquor Act - accounting for 23% (197/853) of all our
case files. This reflects the significant barriers faced by people with disabilities in seeking to participate in Irish society. The
case files relate predominantly to failure by employers and service providers to make necessary adjustments for people with
disabilities. The core issues raised in the case files are allegations of discrimination in working conditions, dismissal and
access to employment and allegation of discrimination in access to education and to public sector services".
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Universal Access Implementation Plan – Trinity College Dublin
Appendix D – Highlighted Campus Wide Areas for Improving Universal Access:
1. PEEP – Personal Emergency Egress Plan
The aim of a Personal Emergency Evacuation Plan - PEEP is to provide people who cannot get themselves out of a building
unaided with the necessary information to be able to manage their escape to a place of safety and to give departments the
necessary information so as to ensure that the correct level of assistance is always available.
All disabled staff and student members should be contacted to discuss egress and to identify whether they require any assistance
in the event of an emergency. If a member of staff or a student requires assistance an Emergency Egress Questionnaire should be
completed. This should be completed by the disabled person with appropriate support from both disability services and the fire
warden.
It should also be noted that a large part of a PEEP is providing the services and facilities to effectively evacuate a premises. For
example refuge areas, Evac-chairs etc.
NB: Many universities and third level institutions in the UK have published their PEEP’s online and detailed information on PEEP’s
is widely available.
2. Designated Safe Footway Route
Although already in place in a small few places around the main campus grounds, providing a designated safe footway route
throughout the main campus footway routes would greatly improve access throughout the campus.
Ideally the designated safe footway route should connect all campus buildings allowing people to safely navigate the campus
avoiding hazards.
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Universal Access Implementation Plan – Trinity College Dublin
A designated safe footway route is a marked and delineated footway route that provides safe travel for pedestrians. This is
especially important where the pedestrians and vehicles share a carriage way, as is common throughout the campus.
Designated Safe Footway Routes should be free of all potential trip hazards and a management policy should be introduced that
insures these areas are not used for parking and that the route remains clear of obstructions and trip hazards at all times.
Examples of trip hazards found in the college campus include, but are not limited to:
 Cycle Parking
 Litter Bins
 Holes on access route
 Temporary Storage, particularly building works
 Temporary building works
 Slip hazards
 Unbound surface materials
 Cobble lock surfacing without alternative routes
 Unmaintained surfaces
 Steps or kerbs without dishing
Providing a college wide consistent approach to the designated footway route would be beneficial. It is important that both frequent
visitors to the campus use that route and that visitors are readily able to identify the route for it to be effectual.
Example of existing Designated Safe Footway Route outside Simon Perry Building. It should be noted
however that several trip hazards, such as a flower pot were observed on the designated safe footway
route.
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Universal Access Implementation Plan – Trinity College Dublin
3. Accessible Toilet Facilities
Accessible toilets are often the most widely perceived and visible accessible facility in a building. Accessible toilets that are
incorrectly configured, broken or are in any way unusable can have a very large impact on accessibility. Each audit has highlighted
the current accessible toilet provisions and issues.
Providing accessible toilets that follow best practice guidelines and are continually maintained and that are not used for storage
would have a large impact on accessibility throughout the campus.
Example of accessible toilet in Security Centre. When accessible toilets are uses for storage, many
people are unable to use the facility, as they are unable to effectively maneuver or transfer. Note also
the grab rail provision is not complete and that the grab rails so not contrast fully with the surrounding
walls.
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Universal Access Implementation Plan – Trinity College Dublin
4. Colour Contrast
Partial sight, aging and congenital color deficits all produce changes in perception that reduce the visual effectiveness of certain
color combinations. Two colors that contrast sharply to someone with normal vision may be far less distinguishable to someone
with a visual disorder. Areas that should be considered for improved colour contrast include but are not limited to:
 Step nosings
 Step and Ramps Handrails
 Glazed doors
 Glazed partitions and walls
 Bicycle racks
 Accessible WC grab rails
 Trip hazards
 Single steps
 Entrance doors
 Signage
 Free standing posts
 Door handles and locks
It should also be noted that providing colour contrast does not mean that every surface must be covered in yellow contrast strips.
There are many ways to achieve effective colour contrast using complementary yet contrast materials and colours. . It is important
to appreciate that it is the contrast of colors one against another that makes them more or less discernible rather than the individual
colors themselves.
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Universal Access Implementation Plan – Trinity College Dublin
5. Ramps and Steps
Ramps and steps can often provide the largest barrier to access for people with disabilities. Many issues with the current ramps
and steps both internal and external were highlighted within the access audit reports. Aside from structural or civil works, there are
many things that can be improved in the current ramp and step provisions that could greatly improve access. These include but are
not limited to:
 Providing handrails to both sides
 Improving color contrast to handrails
 Extending handrails minimum 300mm past the top and bottom landings
 Providing colour contrast step nosings
 Providing corduroy tactile warning surfaces on the top and bottom landings
 Improving slip resistance on steps and ramps
 Removing trip hazards and obstructions
Example of ramp and steps with poor slip resistance and without handrails to both sides
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Universal Access Implementation Plan – Trinity College Dublin
6. Entrance to Premises
Gaining access to a building or the campus can often pose a real barrier to access for people with disabilities. There are many
improvements that can be made to the existing entrance that have been highlighted in the access audit reports. These
improvements are not limited to civil or structural works.
Examples of improvements that can be made to entrances are:
 Improving signage at entrances
 Removing or leveling small step s or lips at entrances
 Providing U or D shaped colour contrast door handles
 Providing door entry and release systems that do not require good manual dexterity.
 Reducing door forces and opening weights
 Providing alternative or ramped access to entrance with steps where possible
 Providing automatic door openers on doors that are difficult to operate or access
 Improving signage to entrance that have alternative accessible routes
Example of stepped entrance at accommodation services without ramped or level
entrance alternative.
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Universal Access Implementation Plan – Trinity College Dublin
7. Signage
Signage can have a substantial impact on the accessibility of an environment. A review of directional, information and way finding
signage would be recommended to provide a consistent and clear approach for visitors to Trinity College.
People need clear information about the purpose and layout of spaces if they are to maintain a clear sense of direction and
independent use of a building or campus. Clear signs and information are essential for people with hearing impairments or speech
impediments who may be unable to ask, or feel uncomfortable about asking for directions. The effectiveness of information on the
use of a building is determined by:








The location, accessibility, layout and height of signage.
The size of lettering, symbols and their reading distances
The use of tactile lettering and symbols
Colour / luminance contrast and lighting
The finished surfaces of materials used for signs and symbols
Layout of directional arrows
The simultaneous use of audible cues
Integration with any other communication systems
Before choosing a signage package the TCD Access Handbook and the Sign Design Guide should be consulted.
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Universal Access Implementation Plan – Trinity College Dublin
Appendix E – Prioritisation Methodology
When deciding on a methodology for prioritisation, Trinity College needs to consider the importance of the interface between
facilities, infrastructure and resources.
Principles as a method of prioritising future work arising from the audits needs to be considered:








Compliancy with the legislative requirements of the Disability Act 2005 and Equal Status Acts.
Criteria for Feasibility and Impact on Matrix
Likely Representative Groups
Role of Disability Services Section
Role of Facilities Department
Views of representative College Departments
Coherence with other Educational Standards
Budgetary considerations and future planning
Additional Considerations in this Process:
It was recognised that:
a) The audits identify where a building does not conform to Best Practice.
b) Sometimes it will be not technically possible for the environment to ever conform e.g.: Original staircase at
entrance to a protected building (however an alternative means of entrance should be provided).
c) Some items identified by the audit as not conforming will not be considered for works as the relative benefit to
value ratio will not be reasonable; e.g. where a building is due to be closed to the public within a short time
anyway, or where a corridor width is 10mm less than Best Practice.
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Universal Access Implementation Plan – Trinity College Dublin
d) Focus should be on those areas which can be rectified and where adjustments will bring a positive impact on the
lives of those utilising and living within the Campus and other College premises.
e) For new buildings, the procurement process will need to have a mechanism to ensure universal access is
considered from the outset at the planning and design stages. Implementing a policy of insisting on access design
appraisals on all new builds and extensions will greatly increase universal access and is considerable cheaper
than retrofitting changes.
Examples of decisions that need to be made next in relation to the Implementation Plan for the Built Environment:
Context:



Are there funds available to spend specifically on improving access to areas and buildings throughout the Campus and
College Premises?
Not all of the work required will be able to be funded by each Department. Some works will need to be introduced into the
mainstream Trinity College budgeting plans.
The Implementation Plan Group will propose the areas they feel need to be addressed in order of importance and then
communicate these requirements to the relevant Departments.
From these obligations and aspirations, the following Implementation Plan Matrix was devised. This is a decision making
tool to assist in prioritising decisions relating to the large volume of works identified as necessary by the audits.
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