Inclusive Design in Public Catering Facilities: Creating a Barrier-Free Environment for People with Special Needs


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Authors

DOI:

https://doi.org/10.32523/2220-685X-2026-81-2-26-35

Keywords:

inclusive design, barrier-free environment, special needs, public catering, Universal Design, people with disabilities

Abstract

The article examines the theoretical and practical foundations of inclusive design in public catering facilities. The purpose of the study is to identify the main directions for creating an accessible, safe and comfortable service space for people with special needs. The relevance of the topic is related to the need to ensure equal access to public spaces, reduce barriers in the service environment and strengthen social integration. The paper reveals the principles of universal design and the concept of a barrier-free environment, and systematizes physical, sensory, informational and communicative barriers encountered in cafés and restaurants. Entrance areas, circulation routes, dimensional parameters of furniture, sanitary facilities, navigation systems, alternative menu formats, lighting and acoustic comfort are analyzed. Based on a comparison of regulatory requirements and international experience, approaches are proposed for creating spaces convenient for people with disabilities, elderly visitors, parents with children and other groups with limited mobility. Practical recommendations are aimed at increasing the social responsibility of public catering facilities and improving the quality of customer service. Inclusive design is characterized not only as a set of technical requirements, but also as a comprehensive design approach aimed at protecting human dignity, expanding participation in public life, improving service quality and strengthening the social responsibility of the institution.

Published

2026-06-30

How to Cite

Baidabekov, A. ., & Maratova, A. . (2026). Inclusive Design in Public Catering Facilities: Creating a Barrier-Free Environment for People with Special Needs. Рroblems of Engineering and Professional Education, 81(2), 26–35. https://doi.org/10.32523/2220-685X-2026-81-2-26-35

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