The need to create a more inclusive society in Tanzania is confronted with a discrepancy between the aims of a regulatory framework, aimed at making Higher Education spaces inclusive, and the question of the right of access to built environments, particularly in universities. The study presents the pilot case of the RUCU's Learning Center for Disabilities to demonstrate that the combination of UDL, architectural accessibility and international cooperation can give impetus to new research and application themes, creating innovative models and good practices to be disseminated for a new shared awareness.
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