How Landscape Structures is leading the Inclusive Play movement to get children of all abilities on the playground together.
WE ARE L ANDSCAPE STRUCTURES .
OUR COMMITMENT TO INCLUSIVE
PL AY IS DEEPLY INGR AINED IN WHO WE ARE . WE INFUSE INSIGHTS INTO OUR DESIGN PROCESS SO MORE KIDS
FEEL INVITED INTO PL AY. CRE ATING
INDEPENDENCE . INTEGR ATING AN INTUITIVE R ANGE OF ACCESS AND ACTIVITIES THROUGHOUT. AND INSPIRING INTER ACTION WITH INNOVATION .
All too of ten people have designed for us , not with us . It’s time that changed.
Follow ing founder Steve King’s appointment to the Federal Acces s B oard ’ s Recreation Acces s Ad v isor y Commit tee in 1993, Landscape Struc tures launched its ques t to go beyond the minimum ADA requirements and create truly inclusive play spaces .
From the beginning we sought exper t input from a group of indiv idual s w ith a diverse range of disabilities . Their lived experiences provide us w ith usable insights , so much more valuable than well-meaning gues ses .
A s we learned more about how to create welcoming play oppor tunities featuring ac tiv ities that are age and developmentally appropriate, sensor y engaging and universally designed, we al so discovered our scope of inclusiv it y needed to expand.
Today our field of thought leaders includes a multitude of perspec tives like mobilit y disabilities , deaf and v isual spaces , colourblindnes s , ADHD, autism, medically complex diagnoses , and more. They are employees as well as academic, medical and therapeutic profes sional s , and hardcore inclusive playground users .
With their help, we gain better understandings of other diagnoses so we can keep creating “what’s nex t” in inclusive play in more meaningful ways. Intentional ways that promote social and sensor y play, develop perceived risk and challenges for all, and provide physical play to groups who may have never experienced it before.
At Landscape Structures, inclusion is a never-ending journey and one that continues to permeate our culture. Ever y design project is seen through the lens of inclusivit y even if it’s not necessarily labeled as such. It’s just how ever y playground should be — designed so well that anyone can use it, especially in ways that best fit their own bodies.
The word disabilit y isn’t limited to a singular diagnosis or person w hose life is touched by disabilit y. That’s w hy we choose to gather insight from a multitude of highly relevant sources . In addition to our Inclusive Play Specialis ts , Jill Moore and Ariel Mansholt, we collaborate w ith the follow ing inclusion allies .
J i ll M o o re
In clus i ve Play S pe cia lis t at L a n dsc a p e Stru c tu res
A s a person w ith a disabilit y, I k now I have a lot to add W hen we design for inclusion, we ’ re show ing people of ever y abilit y that their presence is of value. That all are welcome and inv ited to bring their v italit y. I’m pas sionate about inclusi ve design because ever yone deser ves the uni versal ex perience of play, and the designed env ironment should never s tand in the way of that.
In g ri d M . Ka n i c s OTR /L , FAOTA , CPSI
Ka nic s In clus i ve Des ig n S er v ices , LLC
I believe that ever y indi v id ual has the dri ve to play. Through good design, we can create env ironments that allow all children to play, learn and grow together to be their bes t selves .
Da s h (a n d his m o m , A ma n d a) L a ndsc a p e Stru c tu res Jr. Play Tea m
We a re pas s io nate a b ou t in clus i ve
T i f f a ny H a rri s
Co-Founder/CEO
Inclusion Matters® by Shane’s Inspiration
Creatin g e q uita b le o pp o r tu nities fo r child ren w ith d is a bilities to b e in clu d e d in th e h ea r t of th eir co m mu nities , in d ig nit y, res p e c t, f rien d s hip a n d j oy has be en a g reat h o n o r fo r us . Th e g if t this is to th e g reater co m m u nit y is b es t ex p res se d in this q u ote f ro m Nel s o n Ma n d ela that co ntin u es to ins pire us , “It is fo r us to a da pt ou r u n d ers ta n d in g of a co m m o n h u ma nit y ; to lea rn of th e rich n es s of h ow h u ma n life is d i vers e; to re co g nize th e p res en ce of d is a bilit y in o u r hu ma n m id s t as a n en richm ent of ou r d i vers it y ”
V i rg i n i a S p i el ma n n , Ph D, OTR /L
E xe cu ti ve D ire c to r at STAR Ins titu te
Inclus i ve play is m ore than a cces s it ’ s abou t b elong in g . B y
d es igning s paces that embrace phys ic al an d s ens or y d i vers it y, we create env ironm ent s w here k id s learn empathy, co op eration an d a cceptan ce. Th es e s pa ces be com e th e h ear t of commu nit y, bringing families to g ether to s hare, s u pp or t and f ind th eir v illag e. Inclus i ve play is n’t jus t trans formati ve for indi v id ual s , it s tren gthens commu nities and creates a cu lture of compas s ion an d conne c tion
Step ha n i e Dav i s VP of Natio na l Pro g ram s at T h e Mira cle Lea g u e
My ea rlies t m em o ries a re ent w in e d w ith s p o r t s a n d p lay, n u r tu rin g my b elief that p lay is fo un d atio na l fo r life’s les s o ns a n d p ers o na l g row th . D ri ven by a pas s io n to se e child ren a n d fam ilies of a ll a bilities co m e to g eth er in p lay, lea rnin g a n d d evelop m ent, I’m d e d ic ate d to creatin g op p o r tu nities fo r in clus i ve pa r ticipatio n . My m is s io n is to ens u re that ever y child has th e cha n ce to b e pa r t of a tea m a n d p lay a lo n gs id e th eir pe ers
A riel Mansholt , OTD, OTR /L , CPSI
In clus i ve Play S pe cia lis t at L a n dsc a p e Stru c tu res
Hav in g a b roth er w ith a u tis m ma d e m e ke en ly awa re of th e cha llen g es that s ens o r y s tim u latio n at p layg rou n d s
c a n p os e. T h rou g h my wo rk , I
a d vo c ate fo r p lay in s ens o r y d i vers e env iron m ent s to fos ter lea rnin g . D raw in g f ro m my p ers o na l a n d p rofes s io na l ba ckg ro un d , I aim to en ha n ce p layg roun d d es ig n to b e in clus i ve, s u p p o r tin g child ren
of a ll a bilities a n d f a cilitatin g lea rnin g th rou g h p lay.
A lexa Vau gh n , A S L A , FA A R
L a ndsc a p e Des ign er, DeafS c a p e Co nsu lta nt, a n d PhD Stu d ent
B e com in g Deaf at th e a g e of 8, I navigated my formative yea rs w ith ou t th e b en ef it of s ig n la n g ua g e, eventua lly f ind in g my p la ce w ithin th e Deaf co m m u nit y later in life I’m a f ierce a d vo c ate w ith a pas s io n fo r ens u rin g that fo lks in th e d is a b le d co m mu nit y — f ro m infa n c y to eld er a g e — a re in clu d e d in th e d es ig n p ro ces s . Play is a p ower f u l fo rm of in clus io n that ever yo n e has th e rig ht to enj oy, a n d I’m co m m it te d to centerin g Deaf a n d d is a b le d j oy in a ll my wo rk
By considering the lived experiences of all k ids , more k ids will get to play their way.
Ever y child is searching for t wo things w hen they get to the playground: Something that interes ts them and a way to get to it.
W hat happens nex t depends upon the child and the playground.
848,000
The number of children ages 5-17 that experience functional difficulties.
– Canadian Health Survey on Children and Youth, 2023
4 in 25 school aged kids experience one or more of these difficulties. That’s nearly 4 kids in each class
– Statistics Canada, 2019 2% Canadian children and youth aged 1 to 17 years were diagnosed with ASD (Autism Spectrum Disorder)
27%
persons aged 15 years and over live with disabilities
– Statistics Canada, 2024
They ’ re not bad word s
A s we connec t and collaborate w ith the disabilit y communit y, we learn more about var y ing language preferences . Here you ’ ll see person-firs t language (i.e., kids w ith disabilities) and identit y-firs t language (i.e. disabled kids) used interchangeably.
Inclus ive play is eq u itable play.
All kids benefit from play. It’s a great source of physical , social , emotional and cognitive grow th, not to mention tons of f un!
A disabilit y, or a dif ference in needs or suppor ts, shouldn’t keep anyone from joining in the fun. Play itself doesn’t divide that way.
An intentionally designed inclusive playground can unite, welcoming children of all abilities along with their parents, siblings and caretakers. It can be a place w here players find quiet and energetic ac tiv ities can coexis t. W here they discover jus tright challenges , experience the thrill of motion and heights , and feel control over their ow n env ironment.
An inclusive playground is built for EVERYONE.
Play is core to the human experience. It is how we get to know the world and each other. Our criteria is to create a win-win. Inclusion should also include a t ypically developing 10-year-old who’s hungr y for challenge and adventure.
My older brother was over whelmed by playgrounds as a kid so we never stayed ver y long. I looked at them from afar.
The problem is the environment, not the person with a disabilit y.
His torically the s tigma of disabilit y has been applied to people. This line of thinking is called the medical model and it’s anchored in the belief that a disabilit y is something that needs to be fixed.
In contras t, Landscape Struc tures subscribes to the social model that says it is the env ironment that needs fixing. By remov ing blame from the user, the focus can shif t to creating a universal space w here all can thrive.
This subtle but significant dif ference opens the door to inspired solutions that may not be obv ious to all but w ill be readily seen by kids looking for that ultimate inv itation to play.
An inclusive playground is a space where ever y child can shape their own play experience. We design environments that support emotional regulation, empowering children to recharge and return to fully enjoy ever y thing the playground has to of fer.
A universally designed, sensor y-diverse env ironment that enables all children to develop physically, socially and emotionally. An engaging play space that prov ides the jus t-right level s of challenge and of fers oppor tunities to succeed. A well-designed space that addres ses all level s of abilit y. A gathering place that goes beyond minimum acces sibilit y to create play experiences that meet a variet y of needs and interes ts .
Any time a checklist is created, it runs the risk of becoming the bare minimum. It can also lead to cookiecutter results. An ideal inclusive playground is one that reflects the people in your communit y, not a list.
Think about how dif ferent a playground designed specifically for kids with autism would be from one that accommodates for blind/low vision users or another that addresses a variet y of other diagnoses.
Do you know who your potential players are? Or what they’ll need to feel suppor ted and welcome at your playground?
Nothing about us without us .
This line is a rallying cr y within disabled communities around the world and Landscape Structures takes it to hear t. You can, too, because your best input will come from communit y members whose lived experiences can help guide the creation of a unique and meaningful inclusive space. One that’s a win-win, where kids with disabilities and t ypically developing kids can all experience the rewards of play together.
A successful playground provides a lot of YES , so each kid feels they have permission to invent and adapt a space in ways that meet their needs at the moment.
% of parents believe communities should provide playground equipment that accommodates a wide range of abilities. *
What can that look like?
Ramping may be the first thing that comes to mind when you think of an inclusive playground. While ramps can play an impor tant role for children using mobilit y devices, they don’t have to be the only way to get around.
You may also think of a large, interconnected structure that requires a big footprint and budget. But did you know an inclusive playground can be compact and budget conscious?
Or that it can be made up of freestanding components?
Or maybe doesn’t appear to be conventionally inclusive?
An easy way to design a slide is to add steps . B ut we discovered that cur v y belting with handgrips was a great way for kids with upper-body strength to get to the top of the slide. An added bonus — sunlight creates a pattern through the handgrips for an additional sensor y experience.
Learning is a whole-body process that is rooted in our sensor y and motor systems. These systems work together through a developmental sequence as a child grows and interacts with their environment. This is possible because our brains have neuroplasticit y, which means they physically change as we engage with the world.
As neuroscientists say, neurons that fire together wire together. Even as adults we continue to use this same process when we learn a new activit y, spor t or have new thoughts.
It’s impor tant to understand that ever y kid follows this developmental sequence but does it at their own rate. A child with a disabilit y might do it at a dif ferent pace, need more practice, require dif ferent access or plateau at a given time.
Cogn iti ve Development
Perceptual Motor Development
Th
S ensor y Motor Development
Th
Borrowing from the P yramid of Learning model established by occupational therapists Taylor and Trott in 1991 * , Landscape Structures understands how to orchestrate a strategic mix of diverse play experiences into a single play area, one that can meet a child wherever they’re at in their development (from Sensor y up through Cognitive) and encourage them to progress to the nex t level.
When intentionally designed, one piece of play equipment can contribute to multiple developmental goals at once and accommodate var ying levels of abilit y. That’s why cer tain play events may be attractive to a variet y of kids for ver y dif ferent reasons and at dif ferent points in their lives.
*
S ensor y Development
Th
Touch is a w hole-bod y experience, w ith the greates t sensitiv it y being in our lips , hands and feet. The tac tile sys tem detec ts tex ture, pres sure, v ibration, temperature and pain, w hich helps kids unders tand w here their bod y finishes and the res t of the world begins .
All kids can benefit from engaging their tac tile sys tem but their indiv idual tolerance for cer tain s timulation may var y. One child may prefer a greater range or intensit y of tac tile experiences w here another may seek a more subdued tac tile experience.
Some kids w ith sensor y proces sing disabilities like to use their tac tile sys tem to self-regulate* O ther kids w ith low muscle mas s , like those w ith Dow n sy ndrome, use their tac tile sys tem to wake up their bodies and read y themselves for play. The same piece of play equipment can do both!
get to control the flow at the Aq uaGather Station as they engage in this interac tive tac tile experience
A splash pad encourages kids to explore the many ways water can feel , ac t and move dif ferently, w hether it’s bubbling up from the ground or splashing dow n from above
L SI Flex x™ s teel-reinforced net delivers a spec trum of play sensations to kids of all abilities .
With receptors present in muscles and joints, the proprioceptive system detects how kids use their muscles to move (gross motor) and manipulate things (fine motor). It helps them sense where their body par ts are relative to each other without having to look for them.
Kids engage their proprioceptive system when they crawl, roll, walk, run, use wheeled mobilit y devices, move from side to side, climb, balance and do upper body activities against gravit y. Doing these repeatedly helps build muscle memor y so kids can move without thinking, freeing up their minds for more imaginative play.
Using the combination of big muscles to play. This includes a variet y of ways to use our muscles:
On the Horizontal L adder, kids can grab on w ith one hand, then bring their second hand to same bar. They can use the same component by alternating hand over hand; kids mus t s w itch from using one side of their bod y to the other.
Strong gross motor skills are required to make fine motor skills ef fective and ef ficient.
The R ing Tangle® Climber improves balance and depth perception as kids s tep from rung to rung and their bod y weight shif ts .
L SI Flex x™ opens up new oppor tunities for kids of all abilities to engage and s trengthen their muscles w hile they enjoy climbing
The O ptigear Panel® requires the manipulation of objec ts and suppor ts cognitive development.
The vestibular system uses receptors in a kid’s inner ears to detect where their head and body are in space. They engage this system to coordinate the movement of their body as they experience the forces of gravit y and speed. A well-developed vestibular system helps a child feel secure and in full control of their movement.
Multidimensional movements like rotating and spinning supply children’s brains with valuable, complex vestibular and proprioceptive information. These are the most complex motions for our vestibular system and a child should be in full control of these t ypes of movement.
Kids can find multiple ways to develop their vestibular systems during play. With the right mix of swinging, swaying, spinning, sliding and rotating movements, they can choose to explore how comfor table they are with balance, gravit y, and speed all at once, or bit by bit.
Th e co nvenient w h e elchair a cces s of th e We-Go-Rou nd® p rov id es a n im p o r ta nt
op p o r tu nit y fo r intercha n g ea b le ro les a n d g rou p intera c tio n . Th os e p us hin g g et g reat p rop rio cepti ve in pu t as th ey tu rn th eir f rien d s
Co ns id er e q uip m ent that of fers rotatio n a n d
s pin nin g w hile in clu d in g th ou g ht f u l b en ef it s like hig h-ba cke d s u p p o r t a n d f a ce-to-f a ce p lay, like
o n th e O mniS pin® S pinner
The back-and for th movement of swinging provides a child’s ner vous system with a wealth of visual, vestibular and proprioceptive stimulation as they learn how their bodies move in space, develop depth perception and discover how much ef for t it takes to increase or decrease their speed.
Th e m u lti-us er Friend ship® Sw ing let s k id s s w in g f a ce-to-f a ce w ith f rien d s , s ib lin g s , pa rent s a n d c a reta kers , ma k in g it a g reat o ptio n fo r co-re g u latio n .
The We-Go-Sw ing® prov ides acces s to s w inging f un w ithout trans ferring out of a mobilit y dev ice.
The visual system detects colour, depth, contrast, edges, and movement of objects and is the least mature at bir th. Kids use it to guide and direct their movements so that they can have meaningful interactions with their world.
Flex kids’ developing depth perception with an expansive view from a tower or other component. Provide a calming view from the swings, especially for kids who may use that motion to self- or co-regulate*. Strategically applied contrasting colours can suppor t visual development as well as those with low vision and colorblindness. Additionally, kids who are deaf use a greater visual range of their environment to successfully engage in it.
Use colour to identif y an acces sible path that w inds its way throughout the playground It can make a larger park feel les s over w helming as kids map out their routes for that day
Hearing is detected by the structures of the inner and outer ear as well as through bone conduction. This means children who are deaf or hard of hearing receive a rich benefit from the tactile vibrations of music. The auditor y system also connects with our vestibular system to regulate movement, coordination, and equilibrium.
For kids who are deaf or hard-ofhearing, nonverbal communication suppor ts can be added — and musical equipment can still be enjoyed through their other senses. For kids who are blind or low vision, the sounds created by these instruments provide spatial awareness guiding them toward playstructures and help them feel more confident in their surroundings.
Encourage all kids to learn how to communicate w ith their deaf and hard-of-hearing friends . The PlayB ooster® S ign L ang uage Panel features the American Manual Alphabet
Rhapsody® Outdoor Musical Instruments not only enhance kids’ auditor y systems but they encourage creativit y, social play and cogniti ve grow th. Music play is s till a ver y rich ex perience for deaf and hard-of-hearing indi v id ual s
An estimated 40% of people with autism are nonverbal The Symbol Comm u nication S ign can help players decide how to navigate the playground together, ask and answer questions, share feelings and more
Some medical dev ices like cochlear implants and ex terior insulin pumps are at risk for s tatic elec tricit y discharge on slides made from polyethy lene It’s a smar t idea to include at leas t one s tainles s s teel slide — like the PlayB ooster® Stainles s Steel S lide w ith Poly Hood — on your playground.
Kids build their Sensor y Motor and Perceptual Motor skills through the integration of input from all of their senses — tactile, proprioceptive, vestibular, vision and hearing. An intentional combination of playground components can promote this development, so kids get a chance to enjoy the many other benefits that a playground of fers.
Input into one sensor y system can be used to calm or support another sensory system. For example, a kid who’s become visually overloaded or over whelmed with noise may find relief in the motion of swinging.
Kids learn to manage their own energy states and seek out the comfor t they need (selfregulation) or get help from a friend, mentor, parent or caretaker (co-regulation).
Several playground components, aside from being fun for the sake of fun, are also helpful when it comes to self- and co-regulation.
On the Flex x™ Sw ing, kids can choose to share the f un and co-regulate together, or go it alone for some comf y self-regulation
Infants and toddlers will focus more on what they are playing with and tr y to learn all about its features using their senses. As they move into preschool and elementar y school, their play will shif t to playing with others and developing friends.
Holding up to t wo w heelchairs and w ith benches for more seating , the Sway Fu n® Glider brings bunches of kids together for some self-propelled rocking and rolling.
Once kids’ motor skills are at a stage where they no longer have to think about their nex t movement, they can progress to imaginative play. Pretend play allows kids to tr y on all the dif ferent aspects of the world around them.
Is it a f uturis tic communit y w ith interconnec ted d wellings? A single home w ith multiple rooms? Or a giant piece of equipment for the newes t O ly mpic spor t? Hedra® inspires kids to s tretch their creativ it y during play
All kids’ gross motor skills develop at dif ferent rates for a whole host of reasons, some of which may include a disabilit y. But when a playground is built to of fer a progressive range of challenges, all kids can move at their own pace and experience the thrill of victor y along the way.
Each kid may approach S mar t Play® Volo A ire™ one way today and in an entirely dif ferent way tomorrow. May be they want to tr y a new challenge, exercise a developing skill or simply take a new route. The right piece of equipment w ill encourage all of these options , all at once.
All kids, regardless of abilit y, benefit from the oppor tunit y for personal exploration. And they can find it when presented with a meaningful selection of play equipment, unprescribed routes that require individual decision-making, just-right challenges that grow with them, and the abilit y to choose how they want to tackle play that day.
Autonomy, choice and independence are critical experiences for disabled persons . It’s impor tant for me to not just par ticipate but to have control over my own play experiences , to explore independently and engage in play at my own pace. ”
J i ll M oo re In clus i ve Play S p e cia lis t L a n dsc a p e Stru c tu res
Calgary, AB
Age Ranges: 2 to 12 years
A pa r tn er shi p w ith Canadian Tire Jumpstart Charities.
Shouldice Park i an inclusive playground brought to Calgary, Alberta, Canada by Canadian Tire Jumpstart Charities. The sprawling playground is complete with a ramped PlayBooster® playstructure, Rhapsody® Outdoor Musical Instruments, Sensory Play Center®, We-saw™, Sway Fun® glider, and so much more. Plus, pourin-place surfacing allows access to everyone and SkyWays® commercial shade sails helps protect visitors as they play.
Watkinsv ille, GA
Age Ranges: 2 to 5 years , 5 to 12 years
O pti o n s ab o u n d , even o n a s ma ller f o otp ri nt .
Here’s p ro of that yo u c a n pa ck p lent y of s pin nin g , s lid in g , ba la n cin g a n d clim bin g cha llen g es into a f u lly ra mp e d p lay s tru c tu re. Ad d so cia l-p ro m otin g f re es ta nd in g event s like th e We-G o-Ro un d® p lus o ptio ns fo r q uieter p lay like w ith o n e o r m o re Coz y D o m es® T h e Doub le ZipK ro oz® co m bin es a s ens e of f ly in g w ith a n op p o r tu nit y fo r k id s of a ll a bilities to en g a g e in e q uita b le co m p etitio n as th ey cha llen g e ea ch oth er to ra ce
B ellev ille, MI
Age Ranges: 2 to 5 years , 5 to 12 years
Wes t Fargo, ND
Age Ranges: 2 to 5 years , 5 to 12 years
A s i n g le s tr u c tu re b u i lt f o r i n clu s i v it y (a n d it ’ s n ot even c u s to m).
B uilt-in b elte d pathway s o n S ma r t Play ® B illow s® en co u ra g e k id s w ith u p p er-bo d y m o bilit y to clim b u p, a ro un d a n d th rou g h th e entire p lay s tru c tu re in w hatever way wo rks b es t fo r th em . Th e Flex Clim b er g i ves child ren w ith ADHD, cereb ra l pa l s y o r D ow n s y nd ro m e a g reat way a d va n ce th eir m us cle d evelop m ent. Th en roun d ou t th e ex p erien ce w ith s ele c t f re es ta nd in g event s .
Santa Monica, CA
Age Ranges: 2 to 5 years , 5 to 12 years
Create i n clu s i ve p lay u n d er a n oa si s of s ha d e.
T his ima g inati ve p layg rou n d was d evelo p e d to m e et th e n eed s of a va riet y of k id s , in clu d in g th os e w ith a u tis m , ADHD, h ea rin g a n d v is io n d is a bilities , a n d a ra n g e of p hys ic a l d is a bilities . In a d d itio n to ra m p e d pathway s , m u ltip le tra ns fer p oint s have be en creati vely a dd e d , in creas in g a cces s to a ll th e f u n Th ere ’ s s o m ethin g fo r a ll s k ill level s p lus p lent y of op p o r tu nities to ta ke o n n ew a n d evo lv in g cha llen g es
LaGrange, GA
Age Ranges: 2 to 5 years , 5 to 12 years
Fu lly ra m p e d , en d to en d .
B uilt clos e to a n a cces s ib le bas eba ll f ield , this m o bilit y d ev ice-f riend ly p lay s tru c tu re is s u rrou n d e d by oth er a cces s ib le event s , like th e Sway Fu n® G lid er a n d th e
We-G o-Ro un d®. S ma ller child ren w ill enj oy imag ina r y p lay o n t wo S ma r t Play ® p lay s tru c tu res , Lof t a n d Fire
Statio n . Th e n ea rby Fit Co re™ E x trem e of fers im p o r ta nt p hy s ic a l cha llen g es to k id s d evelo pin g th eir m oto r s k ill s .
Nor th Charles ton, SC
Age Ranges: 2 to 5 years , 5 to 12 years
At 55,000 square feet, Park Circle Playground is intentionally designed to promote social, emotional, cognitive and physical development through play. It incorporates just about ever y t ype of inclusive feature and equipment available, such as climbing structures , slides , swings , spinners and much more About 80% of the space is shaded, including t wo wheelchair charging stations that are located nex t to an adaptive, interactive game, ensuring there’s no break in the fun
Spokane, WA
Age Ranges: 5 to 12 years
Fre es ta n d i n g f re e-fo r-a ll .
Create m u ltip le p laya b le m o m ent s s imp ly by con ne c tin g in clus i ve f re es ta n d in g event s w ith a s trate g ic a lly d es ig n e d pathway. Here k id s c a n p la n th eir rou te f ro m th e b oat-th eme d Sway Fu n® G lid er to th e We-G o-Ro un d® to th e cus to m G las s Fib er Reinfo rce d Co n crete (GFRC) s ens o r y wa ll that of fers a u niq u e ta c tile ex p erien ce.
Waukee, IA
Age Ranges: 2 to 5 years , 5 to 12 years
Mu lti p le ways to a cces s a va ri et y of th ri ll i n g h eig ht s .
Th e g ra d ua l s lo pe d pathway of th e s pira l b eltin g creates f rien d lier rou tes fo r k id s w h o a re craw lin g , clim bin g , s co otin g
a n d m o re. Ra m ps a n d b ridg es of fer oth er rou tes th rou g h this m u lti-p lay s tru c tu re p lay s pa ce, w ith d oub le-w id e ra m ps p la ce d in b us ier a reas to a llow ever yo n e to m ove at th eir ow n s pee d .
W h en s lid es a re p la ce d ato p b erm s , child ren g et to craw l o r ru n ba ck u p o n th eir ow n
Rus siav ille, IN
Age Ranges: 5 to 12 years
In clu s i ve p lay b elon g s i n s cho ol .
Tea ch ers wa nte d a p lay s tru c tu re that g ave a ll s tu d ent s th e a bilit y to cho os e h ow th ey wa nte d to p lay w ith ou t b ein g c a lle d ou t fo r hav in g u niq u e n eed s o r fo rce d to pa r ticipate in a pa r ticu la r way. Here th e Flex Clim b er en g a g es d if ferent a reas of th e b rain as k id s d evelo p m oto r p lan nin g s k ill s Plus , th e We-
G o-Rou n d® welco m es a ll s tu d ent s fo r f u n w hile en cou rag in g so cia l intera c tio n .
It wasn’t until I was in my 30s that I got to experience swinging. Suddenly I turned into a kid again.
Creating a playgroun d for people w ith d is abilities i s a n i c e g e s t u r e .
But creating it with them is a g a m e-ch a n g e r.
W ith insights like Amy ’ s [quote at lef t] , we learn how impor tant it is to identif y and include ways for kids of all abilities to experience the joys of sw inging , for example.
Universal Design enhances the f un and excitement of parks and playgrounds by promoting equitable solutions . It helps us unders tand and implement inclusive features that benefit ever yone, making good design acces sible to all . Ins tead of looking at this guide
as a comprehensive checklis t, use it to inform your journey and spark ideas along the way. Your playground ’ s to-do lis t w ill be as unique as the communit y you ’ re designing for.
Remember the rally ing cr y “Nothing About Us W ithout Us”? Let it be your guiding principle.
Parents w ith i n the commu n it y.
Talk to people w ith li ved experiences .
W hen you include people w ith disabilities as par t of your commit tee and/or planning proces s , you w ill glean real-world perspec tives on ever yday mat ters that may other w ise be overlooked.
Kids of all abilities are exper ts on w hat they like right now. Their parents can ad vocate for w hat may be impor tant as their children develop physically, cognitively and socially. How do they see their kids using this playground in a year? In t wo years? In five years?
Conti n u e to seek th i s i np ut .
At ever y s tage of the proces s , people w ith disabilities as well as local exper ts like physical therapis ts , occupational therapis ts or special education teachers should be rev iew ing your plans and adding insights .
B u i ld a strong comm ittee.
Key stakehold er s . Inv ite people as sociated w ith your neighborhood, school , park or cit y to join. This should include people of all abilities and all generations to ensure that you are aware of ever yone ’ s needs .
Form s pecialized team s w ith i n yo u r comm ittee.
B u dg et /Fu ndra is i ng . B e realis tic yet thorough. Once you ’ ve es tablished a budget, es timate how much of it likely w ill be f unded by the follow ing sources:
% parks and recreation
__ % cit y government
% private donations/f undraising
% foundation grants
Pu blicit y. Generate early interes t by detailing the development proces s v ia the pres s , special events , mailings , a website and social media.
Research . E xplore a range of playground designs to gather ideas for your inclusive play space. Draw inspiration from exis ting playgrounds w hile keeping in mind the needs of your communit y members . Use these insights to suppor t your ef for ts in f undraising and design.
Des ign . Collaborate w ith communit y members and cit y authorities to design the bes t inclusive playground for your site and specific goal s .
Construc tion/Installation . Coordinate volunteers for construction and installation duties.
Yo u d on’t have to become an exper t—cons u lt w ith them , i nstead .
Star t w ith yo u r local L and scape Stru c tu res cons u ltant . Leverage our deep know ledge of inclusive play. We w ill apply our ev idence-based bes t prac tices and ex tensive design exper tise to create the ultimate play experiences for the mos t people.
A s k land scape arch itec ts . These profes sional s know how to connec t all the f un w ith s trategic pathways , natural shading , seating areas and more.
Tip: L As can incorporate berms with equipment like slides and climbing activities so the sloping ground becomes part of the play experience, allowing kids to navigate their way up or down by scooting, crawling or walking
Use these i ns ights to d ef i ne and ref i ne yo u r proj ec t . Pair exper t recommendations w ith the w ishes of your communit y, and you ’ ve got a w inning solution.
Star t f u ndra is i ng .
This shor t lis t of proven sources may var y somew hat depending on the size and geography of your communit y.
Ind i v id ual contri b ution s . Reach out to parents , neighbors , churches and local busines ses .
Local and state foundations . Grants from corporate foundations and local nonprofit groups are an excellent source of capital for causes that benefit kids.
T ip: Your parks and recreation d epar tment can tell you if your s tate of fers recreation grant s
T ip: L and scape Struc tures has curated online grant resources w ith national , s tate and regional organizations that of fer grant f unding . Req ues t acces s at play l s i.com/playground-grant s
Ci v ic organ izations . Check w ith the Kiwanis , Jaycees , Rotar y, Lions and Optimis t chapters in your cit y.
In-k i nd contri b utions . Reduce the need for financial donations by raising in-kind donations of material s , labor, equipment and supplies .
Ac ti v ities . Consider events such as door-to-door solicitations , silent auc tions , car washes , raf fles , gif t bricks , etc. Get creative and have f un.
Don’t fear the fundraising W here to s tar t? How to start? Fundraising can feel over whelming , especially if you haven’t done it before. We’ ll take the myster y out of the process and give you the tool s you need to be successful.
To learn more, vis it play l s i .com/f u ndra is i ng .
S pace. W hen scouting for land, plan ahead. W hat size do you want the playground to be? W hat el se do you want to include: Parking? Public buildings? Inclusive res trooms? Adjacent spor ts fields or a splash pad?
Location .
If you ’ re looking w ithin an urban communit y, be sure to plan how you ’ ll create quieter moments , both v isually and audibly. Alternately, if you ’ re searching for an env ironment that’s away from the metro area, you may want to consider transpor tation s trategies like bus sing , etc.
T ip: W hen one organization cons id ered how a larg e playground cou ld be v is ually over w helming for some k id s , they d ecid ed the s urrounding s — rolling hill s , open f ield s — need ed to be calming and s pacious .
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Play experience. A playground should of fer a s trategic balance of play experiences designed to build on kids’ physical , cognitive, sensor y and social skill s .
Swinging, spinning and sliding. Besides being fun, these activities sharpen our internal senses, as you ’ ve already learned. Now it’s time to select the range of swinging, spinning, sliding and other motion play oppor tunities that best meet the goals of your community members.
S ocial / i mag i nati ve prompts . W hether engaged in parallel play, quiet play or ac tive social play, an inclusive playground prov ides a range of social and imaginative play oppor tunities .
T ip: Includ e a variet y of gathering s pot s , some that can accommodate several children as well as coz y, q uiet s paces for jus t a few.
Sensory engagement. A sensory-diverse inclusive play environment can bring children together while providing each with the sensory experiences they seek.
Tip: Natural elements such as sand and water or flowers and plants provide ever-changing multisensory experiences
Tip: Color can sometimes generate strong responses for visually sensitive children; consider modern or natural colour schemes that use blue or green tones.
Variabi lit y.
Options — they’re one of the strongest measurements of play value. With enough options, you can meet ever y child’s curiosity with just-right challenges they can control and manage. This way they can comfortably build on skills they already possess and gain new ones.
Developmentally appropriate cognitive and physical play. Cognitive play can happen individually, in an interactive group, and in teaching moments between adults and children. All kids benefit from physical activities such as balance and coordination, muscle strength and endurance, cardiovascular exercise and motor planning.
T ip: Reinforce learning and enhance problem-solv ing s k ill s w ith games , mazes , maps of the world , tracing panel s and more.
T ip: Includ e grad uated level s of challeng e, complex alternati ve routes , element s that encourag e cros s-lateral movement and a variet y of d evelopmentally appropriate ris ks .
Flex space. While many children readily flock to large playstructures, some feel more comfor table in smaller, cozier spaces.
Tip: Add ground-level activities that allow small groups to explore dif ferent play experiences at their own pace
Self-directed. Empowering children to choose and successfully use the activities that capture their interests puts them in charge, builds confidence in their abilities and contributes to their self-esteem.
Tip: Consider activities and equipment like the ReviWheel® Spinner that give kids of all abilities the opportunity to control their environment and how they interact with it
T ip: O f fer a variet y of eq uitable yet di verse options to accommodate the need s of the w id es t rang e of users; for example, ins tall Sad dle S pinners at dif ferent height s .
Safet y, comfor t and acces s .
A safe and welcoming environment is just as impor tant as the play equipment you put in it.
Fenci ng . A fence can help define and contain the ac tiv it y area, prov iding a sense of comfor t to both children and their parents .
T ip: If your park is near a bus y s treet or bod y of water, fencing can ac t as a crucial s afet y barrier that protec t s k id s w ho may be prone to running of f
T ip: Fencing can be purely f unc tional or incorporate a playground ’ s theme.
Wayfinding. All people feel more comfor table when they have a better understanding of their surroundings. Identif y pathways and zones using contrasting colours. Consider installing Symbol Communication Signs, which help nonverbal, multi-lingual and earlylearning individuals interact and enjoy the playground.
T ip: Es tablis h a s trategically located meet-up s pot that ’ s eas y to id entif y k id s can v iew the playground from here and plan their route, then meet back at the s ame s pot later.
Pathways . Acces sible pathways that transition bet ween ac tiv it y areas should be shor t and direc t. Universal Design principles recommend at leas t a 60-inch w idth w ide enough for a w heelchair and someone walking nex t to them.
T ip: Uni vers al Des ign wou ld recommend that you tr y to improve upon w idth and slope req uirement s w henever pos s ible.
T ip: Like fencing , pathways can be thematic as well as f unc tional .
Protec ti ve su r f aci ng . Incorporate a unitar y sur face such as poured-inplace sur facing or playground gras s/tur f on acces sible routes .
T ip: Continue a theme in your s ur facing d es ign .
Ramps and trans fer poi nts . Wheelchairaccessible ramps and transfer modules to higher play events and overlooks of fer more equitable access and encourage interactive play among kids and adults of all abilities.
Shade. People with disabilities often are at a higher risk for heat-related illnesses. Incorporating shade through structural elements, natural features or play equipment with roofing is a more inclusive choice.
T ip: Plent y of s had e is recommend ed over the plays truc ture — incorporate natural s had e w henever available.
Seating. Benches with backs and arm rests, tables and game tables may be strategically located around the play area (preferably in shaded areas) for super vision, resting and to promote multigenerational socialization.
B us s i ng .
Inclusive playgrounds of ten become des tination spots for various programs that at trac t people of all abilities . In such cases , hav ing a designated drop-of f area for buses is ideal . If pos sible, consider prov iding parking for buses as well .
Pathways .
Park i ng .
Parking should be as s tres s-free as pos sible w ith room to easily maneu ver in and out of vehicles . Ideally, acces sible parking should be scat tered throughout the park , located near the ac tiv it y areas w here inclusive play happens , creating dif ferent acces s points in the park that can be used by all v isitors . If a large parking lot isn’t feasible, an acces sible drop-of f zone w ith a smooth, seamles s entrance is an excellent alternative.
To enhance acces sibilit y, ensure pathways are at leas t 60 inches w ide and feature a smooth, durable sur face like concrete or asphalt, rather than loose material s like gravel .
T ip: W ider pathways allow for easier g roup acces s for all v isitors w hile accommodating multiple w heeled dev ices like w heelchairs and strollers .
f i nd i ng .
Make sure your way finding s trateg y matches the people w ho w ill be v isiting your playground. Should it appear in braille, include a tac tile map or of fer the abilit y to connec t w ith a communication dev ice?
T ip: Include sig nage that identifies acces sible facilities , meeting spots and play areas by age g roup as well as amenities such as water and restrooms
ic areas .
Not ever yone can roll up to or comfor tably seat themselves at your average picnic table. If this is an area you want to have at your playground, research acces sible options that will accommodate a variet y of picnickers .
T ip: B e sure to check w ith your disabled communit y members to see w hich barriers you should avoid
s .
If indiv idual s w ith disabilities cannot acces s the public res trooms in a comfor table way, they will not come and use your park . These res trooms should feature acces sible entrances and universal changing tables , as well as toilets and sinks at dif fering heights. Providing a restroom with a full-size changing table enables families who need this suppor t to enjoy a full day at the park.
T ip: Place your acces sible restrooms in close proximit y to all playg round s , ball field s and activ it y areas .
S plas h pad s and water play areas . If your park or play projec t is located near water, consider adding fencing to ensure the safet y of children, as we know they are naturally draw n to water. B each mats can al so be a helpf ul addition to enhance acces sibilit y. For splash pads , remember they ’ re inherently sensor y-rich env ironments . W ith a variet y of water features from gentle bubblers to interac tive ac tiv ities , and thrilling dumping buckets children can choose the experience that bes t suits their needs .
Commu n it y b u i ld .
A communit y build is a great way to involve ever yone and create a sense of pride and ow nership in the play area. Landscape Struc tures has a comprehensive Communit y B uild Guide to walk you through the proces s all the way to the grand opening.
T ip: Includ e volunteers to enter tain and feed those w ho build — there’s a place for ever yone d uring a communit y build
Get the word o ut .
Make sure families w ho would enjoy the inclusive features of your playground are aware of its availabilit y. Use your local newspaper, telev ision s tations and social media to promote it and its many benefits . Drop of f flyers at homes and school s throughout your communit y. Continue to hos t special events at the playground well af ter the grand opening.
Ma i ntenance.
Your playground should las t for many years to come; regular inspec tions and proper maintenance w ill ensure it is safe and compliant. Landscape Struc tures cus tomizes maintenance kits for each plays truc ture purchase. The cos t and frequency of inspec tions and maintenance varies depending on the equipment and produc ts you choose. Consult your Landscape Struc tures playground consultant for as sis tance.
T ip: Retrof it ting and ad ding to your play area in phases are great ways to update and introd uce new ac ti v ities over time.
Inclusiv it y—w hat it means and how bes t to suppor t it continues to evolve. At Landscape Struc tures , we cons tantly challenge ourselves to lis ten, learn and ad vance our ow n unders tanding of w hat can make play even more inclusive.
To learn more abo ut o u r pioneeri ng i n itiati ves to date, please vis it play l s i .com/ i nclu s i ve-play.
We work with the following par tners because we believe in what they are doing to create equalit y through play.
• Inclusion Matters® by Shane’s Inspiration
• STAR (Sensor y Therapies and Research) Institute
• Jumpstar t Bon dépar t
• Too Small to Fail
• The Miracle League
We are pleased to of fer our education seminars to parks and recreation professionals, architects and landscape architects. As an accredited provider of continuing education from the International Association for Continuous Education and Training (IACET), the Landscape Architecture Continuing Education System™ (L ACES) and the AIAAmerican Institute of Architects, we ’ re able to of fer educational courses that qualif y for health, safet y, and welfare credits.
Contact your local consultant to host one of our Learning Academy sessions at your local conferences, your of fice over lunch or during a PL AY Tour of our corporate headquar ters in Delano, Minn.
play l s i .com/conti n u i ng-ed u cation
1 0 0 Level
• A Higher Level of Inclusive Play
• Ever ybody Plays: A Guide to Multigenerational Design
• The Miracle League: Ever y Child Deser ves to Play Baseball
• Inclusion of All Sizes: Inclusive Design Strategies for Ever y Space, Ever y Budget
• Inclusive Spray Play
2 0 0 Level
• Innovation Is Invitation: What’s Nex t in Inclusive Play
• All Ages, All Abilities, All the Time
• Inclusive Playground Design: A Case Study of Three New England Playgrounds
• Designing with Sensor y Needs in Mind
• The Power of Colour: Impacts on Mood, Feelings and Behaviors on the Playground
He feels like he’s just another child. He doesn’t feel excluded from things .
When you get kids together, they don’t look at each other dif ferently. They just go about playing.
Being all in doesn’t mean your playground has to be the biggest or the broadest. And you don’t have to commit to becoming an inclusive play exper t. You just need to be invested in your communit y, inspired by their insights , and moved to create an innovative playground that’s right for them.
Landscape Structures is ready when you need us . We’re all in so you can be all in .
They didn’t have playgrounds like these when I was little.
A n na b elle You n g p layer
We stay longer at the park , O wen ’ s happier and he’s learning to share.
O wen ’ s G ra nd f ath er
T hat was j us t a few yea rs a g o, w h en h er pa rent s ha d to ex p lain th e d if feren ce b et we en k id s n ot wa ntin g to p lay w ith h er a n d n ot b ein g a b le to p lay w ith h er. B u t o n ce h er co m m u nit y b uilt a n in clus i ve p layg ro un d , A n na b elle’s on ly co n cern is w h en s h e g et s to g o p lay w ith h er f rien d s n ex t
O wen likes to p lay o n lot s of thin g s , bu t q uickly be co m es over w h elme d a n d of ten ta kes of f ru n nin g Th en h e d is covere d that th e Ood le® Sw in g wo u ld h elp him s elf-re g u late. Now h e c a n enj oy a n a c ti v it y, g o s w in g fo r a bit, th en tr y ou t a n oth er o n e. S u cces s!
My child has no limits on her own. It needs more swishy-swashy. You had me at the net.
Tay lo r Moth er of Ru bye
B u t s o m etim es h er s u rrou n d ing s d o. Ru bye has n o d epth p erceptio n , s o nav ig atin g th e t y pic a l p layg roun d c a n b e intim id atin g . B u t w h en th e rig ht co ntras tin g colours a re use d in s trate g ic a reas , fo r exa mp le, Ru bye g et s to ex p erien ce p lay as h er f u ll s elf
Da s h L a n dsc a p e Stru c tu res Jr. Play Tea m m em b er Jo h n Pres id ent of th e L a n dsc a p e Stru c tu res Jr Play Tea m If yo u like h ow th e We-G o-Sw in g® of fers a to n of m ovem ent a n d c a n b e eas ily co ntro lle d by p layers of a ll a bilities , yo u c a n than k Das h fo r his s u gg es tio ns to a d d even m o re th rill to th e overa ll ex p erien ce.
LSI Flex x™ is Joh n ’ s n um b er-o n e g o-to fo r s u re. B u t it ’ s j us t o n e elem ent o n th e S ma r t Play ® Vo lo™ Joh n a l s o likes that th e p lay s tru c tu re ’ s co m pa c t s ize ma kes it eas y to ma n eu ver f ro m o n e a c ti v it y to a n oth er, w ith p lent y of en erg y lef t over to p lay, p lay, p lay