2019 Inclusive Play Design Guide

ISSUE A (EMEA) 01.10.18

Inclusive Play

Design Guide

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CONTENTS Foreword Using this Design Guide Planning and preparation Play value Layout Access Selecting equipment Support features

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Appendices 1. Surfacing 2. Standards and guidelines 3. Resources 4. Glossary 5. Working group and reviewers

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Foreword Playing is one of the most important ways that children stay active, learn, make friends and socialise.

Playing is fundamental to children’s development and wellbeing, and to a happy childhood.

All children, including disabled children, have a right to play. Inclusive play spaces are not for specific groups of children but provide opportunities for all children to play together. Children of all abilities, disabled and nondisabled children, their friends and families should be able to play in spaces where everyone can join in and play in the way they would like to. At the design stage, community groups, landscape architects and designers can ensure that a play space is fun and full of opportunities to play in a variety of ways. In doing so, they can create play spaces for children to enjoy while gaining lifelong physical, cognitive, emotional and social benefits.

In the UK, there are almost 400,000 disabled children under the age of sixteen. That is 3.4% of the population (Department of Health, 2000) and 5% of those children use wheelchairs (19,961 children) (Office of Population censuses & surveys of disability in Great Britain Report 3).

All these children deserve inclusive spaces to play alongside peers.

Designing for inclusion requires a careful consideration of the overall design and elements within it. The result shouldn’t be an accessible but boring space, nor should it look like it is ‘for’ disabled children. Rather it should bring together play value and accessibility in creative ways. The best play spaces have a balanced offer with some higher and some lower challenge activities, to provide something for as many ability groups as possible.

Not every space has to be able to do everything for every child and each element of a play space doesn’t need to be accessed in the same way. The important thing however is that there are no unnecessary or avoidable barriers and all children have choices about how they play. In this Design Guide we offer useful suggestions garnered from experience that will help you to think through how to create a more inclusive play space and to find the right balance for the location. You could think of it as dials on a dashboard indicating risk, challenge, safety, sensory stimulation, restfulness, physical activity etc. Some dials will be turned up higher, some lower and sometimes by turning one up, by necessity, another goes down. The trick is to achieve a happy equilibrium.

We believe that more inclusive play spaces allow children to connect with others in a positive way, relieve feelings of stress, stimulate creative thinking and exploration, boost confidence and enable children to enjoy the pleasure and benefits of play.

We hope this Guide will contribute to more inclusive spaces for everyone.

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Using this Design Guide The Guide has been developed for individuals and groups who aim to create a play space in their community for people of all ages and abilities.

Each of the sections is divided into several categories. Each category outlines goals and strategies. The goals taken together help to create a composite picture of the elements making up an inclusive playground. The strategies are suggestions of how to meet each goal.

The design guide isn’t a rulebook. As a decision-maker or designer of a play space, you may choose to emphasise one aspect over another and create strategies of your own.

Regardless of the best intentions, interesting pieces of play equipment placed together do not make an inclusive play space. Designers must be mindful of the impact individual choices make to the entire experience.

Signage, layout, sound-making items, benches, accessible routes and perimeter fencing as well as play equipment are all part of how people the experience the play space.

You should also consider the size of the playground, the available budget and the location. A small neighbourhood playground wouldn’t be expected to offer the range of choice and facilities that a destination playground would.

Make these decisions consciously, while keeping a focus on your aim of creating an inclusive play space.

The Design Guide was originally developed in North America through a consensus-based process, led by a working group of industry professionals. This diverse group of individuals represented a crosssection of child development, inclusive advocacy, landscape architecture and playground industry expertise. In addition, most of the working group are parents to a disabled child. KaBOOM!, a non-profit organisation dedicated to creating playgrounds within walking distance of every child in America, also contributed significantly to the content.

This version of the Design Guide was refreshed for the European context in 2018 taking into account new knowledge from the field and updates in thinking around inclusion.

Note on terminology: In the Design Guide the terms ‘disabled children/adult’ or ‘non-disabled children/adult’ are used. It is recognised that other forms of wording such as ‘children with disabilities’ may be preferred and used elsewhere, however we have chosen to use this form to reflect the social model of disability (see glossary).

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PLANNING AND PREPARATION (PP) This section will help individuals or groups who want to build an inclusive play space by offering ideas on the community-based planning and preparation.

GOAL To provide a series of options for the process of planning the play space.

CONTENTS

Page No

PP-1

Planning committee membership

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PP-2

Committee lifespan

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PP-3

Financial planning

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PP-4

Outreach

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PP-5

Experts

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PP-6

Mission and vision

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PP-7

Timelines

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PP-8

Site selection

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PP-1 | Planning Committee Membership GOAL To increases the chances of success by sharing responsibilities, increasing the diversity of ideas and increasing buy-in from user groups and the surrounding community.

STRATEGIES • Consider including on the planning committee: – disabled people in the community as well as families with disabled children – accessibility experts – families and other people from the wider community – site professionals such as landscape architects – local government officials or employees – playground professionals – the owner/operator of the land – staff and parents from local schools, special education schools, voluntary organisations working with disabled children – people who will be responsible for maintenance once the play space is open – other stakeholders.

7 • Organise your planning committee and allocate roles. If your group is constituted as a charity or social enterprise, you will be expected to have office bearers and follow relevant rules. You might choose to appoint leads who can also have small groups of volunteers to help them or act as a sub-committee.

• Consider appointing co-chairs. The co-chairs are the coordinators and leaders of the entire play space project. Co-chairs should have adequate time available to lead the project and be organised and resourceful.

• Appoint a treasurer. The treasurer will be responsible for finances, financial record keeping and keeping track the project’s budget.

• Appoint a secretary. This person will ensure meetings are minuted properly and ensure all necessary records are kept and stored securely.

• Designate someone to take responsibility for children’s participation. He or she will develop ways for children to participate in the project from the beginning to the end in a variety of creative, inclusive ways.

• Designate someone with lead responsibility for fundraising. This person is in charge of raising money for the project at grassroots and corporate levels. The more money raised by the community, the more people will feel invested in the project.

• Create a communications role and plan. Communications responsibilities include press, social media and publicity that lets the wider community support your project and celebrate your accomplishments.

PP-2 | Committee Lifespan GOAL To ensure continuity during the life of the project and minimise committee turnover.

STRATEGIES • Involve everyone in the activities of the committee.

• Make progress toward the goals.

• Allow people to take responsibility.

• Make sure people’s efforts are acknowledged.

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PP-3 | Financial Planning GOAL Ensure that the funds to build the project are raised, managed and spent wisely.

STRATEGIES • Be open and accountable - trust in the committee’s leaders is an essential component for success.

• Write down and share the fundraising plan.

• Make regular reports on your financial status.

• Consider the long-term funding required for maintenance and upkeep once building starts.

• Ask playground manufacturers about annual maintenance costs of playgrounds of the size and nature of the play space you are hoping to create.

• Create a financial plan for your project that allocates sufficient sums to purchases and long-term maintenance.

• Using a matrix approach to consider where funds may come from – these may include funds from grant giving bodies and charitable trusts, National Lottery and other large funders, local fundraising activities, individual donors, support in-kind (donations of labour, equipment or time).

• Consider schemes to sponsor purchase of specific bits of equipment or ‘buy-a-brick’ types schemes.

• Keep your targets and achievements as visible as possible.

PP-4 | Outreach GOAL Ensure that stakeholders are recruited to the project, kept informed of project status, involved in the launch, kept informed about events at the play site, and feel included enough to offer their support when needed.

STRATEGIES • Hold public meetings.

• Ensure that the stakeholders and surrounding community are aware of the changes as the project evolves.

• Ensure regular communications through social media, websites, newsletters and notice boards.

• Develop a website, Facebook page, Twitter account or other on-line resource to share your updates.

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PP-5 | Experts GOAL To ensure a realistic project timeline and increase project quality.

STRATEGIES • Consider hiring a landscape architect. They understand the relationship between design, construction, maintenance, regulations and the cost of outdoor play spaces. They can help you generate creative ideas with a technical understanding and serve as project managers, coordinate meetings, involve the appropriate stakeholders, understand regulation processes and supervise construction activities.

• Consider hiring an expert in the design of play environments for disabled children. Such a person should have knowledge about how play spaces can be designed to enrich play for many different children. This expert will most likely be well versed in accessibility standards, as well as know of the latest research in play space design.

PP-6 | Mission and Vision GOAL To maintain focus and avoid drifting. The extent to which the committee’s attention can be focused on the mission will determine the quality, cost-effectiveness, and timeliness of the outcome.

STRATEGIES • Define success. One of the priorities for the group guiding the process is to define what success means for them. Does success mean that more children are using the play space? Does success mean attracting more visitors to the town? Does success mean that specific children can now play outdoors? The answers to such questions will help when deciding between options and serve as a vision statement when introducing new people to the project.

• Write a mission and vision statement. A mission statement answers the question ‘Why does the project exist?’ and defines the fundamental purpose. A vision statement answers the question ‘What does it look like when we succeed?’ A vision is a long-term view, describing how the organisation would like the world to be once it has succeeded in its mission.

PP-7 | Timeline GOAL Establish a realistic, achievable timeline to keep the project manageable and to maintain support.

STRATEGIES (in approximate sequence) • Identify all the steps that need to be taken and for each work out how much time they are likely to take.

• Identify any critical dates and deadlines (holidays, funding application deadlines, planning approvals etc.).

• Check how the tasks and timescales relate to each other (for example do you need planning permission before submitting a funding application?)

• Consider the impact of seasons, weather and holidays on completion of proposed tasks.

• Consider breaking the project into phases.

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PP-8 | Site Selection GOAL To ensure you locate your play space on a suitable site. The location of your play space will affect the design and success.

STRATEGIES • Analyse your site carefully at the beginning to minimise preparation costs and maximize safety and use for years to come.

• Use the following questions to navigate your way to finding the ideal site. If you have a site in mind, the questions will help you evaluate its potential.

Who owns the land?

Check into the ownership, and contact the landowner to discuss ownership, general liability, access and other issues which may impact on the project.

How big is the site?

The size of the site will influence design decisions and cost.

Is the site ready?

If the site needs extensive preparatory work, to be excavated or levelled, expenses will increase.

However, natural features of the site such as changes in levels, hillocks and slopes can increase play value and a creative landscape architect or play space designer ought to be able to work these into the play space design.

What man-made elements are on the site now?

If you have an existing play space, a professional can help you assess its safety so that you can decide whether to remove it or not – both of which may have implications for cost and safety.

Are there buried utilities, sewage pipes or sprinkler pipes? These and other “hidden” elements can present hazards during installation. Keep in mind any overhead utilities as well.

What natural elements are on the site?

Consider the pros and cons of natural elements in terms of play value and risk and benefit. Existing trees and shrubs may contribute shade and beauty to a new play space but their location and/ or their underground roots and overhanging branches might get in the way. Consider the kinds of trees on the site fruit bearing trees, for example, drop fruit that increases maintenance and cleaning.

Ponds, streams, and drainage ditches while offering play value can present hazards to children, and signage cannot be relied to deter children. If your potential site is near a larger body of water, such as a river or lake, you may want to obtain a flood plain map to make sure that the site is not located in a flood plain.

Consider how much sun the site gets at different times of year. The surface of some play equipment (slides and decks) can absorb heat and become hot. Such equipment should be placed away from the sun, facing north or east when possible.

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What is the space being used for now and what has it been used for in the past?

Is it already a place that the community is aware of and uses for play? What has it been used for in the past? Do your archaeological research and find out what the land has been used for in past years. This could help you avoid unexpected costs and may also suggest ideas for themes you could build into the design.

Where is the site in relation to possible obstacles or hazards?

Ideally the play space should be easily visible. This helps with supervision of children and can cut down on vandalism. A play space should also be a safe distance from roads or otherwise congested areas.

What amenities are available to the site? Is security lighting available?

How about parking, water fountains and toilets?

Take the time to answer these questions before you begin. This will help your planning and budgets, as these facilities can be important elements of an inclusive play space.

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PLAY VALUE (PV) This section explores how the quantity, quality, diversity and inter-relationships of play equipment and features support play value and inclusive experiences.

GOAL To provide an inclusive play space where children of all abilities can play with a rich range of physical, sensory, and social experiences. Play Value is divided into three categories: physical, social, and social play.

STRATEGIES • Include each of the three play categories when selecting play equipment and features. Each type of play is crucial to a child’s development and enjoyment of the play space.

• Include a mixture of the categories to increase the probability of creating an exciting and more inclusive play space.

• Bear in mind the scale and location of the play space. A small neighbourhood play space won’t be expected to have the same range as a larger destination play space.

• Keep in mind the goal of creating a welcoming, inclusive space which children can enjoy playing in.

CONTENTS

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PHYSICAL

CONTENTS

Page

SENSORY

PV-1

Spinning

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PV-10

Tactile

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PV-2

Sliding

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PV-11

Auditory

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PV-3

Rocking

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PV-12

Visual

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PV-4

Swinging

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PV-13

Interaction with natural features

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PV-5

Climbing and crawling

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PV-14

Cosy Places

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PV-6

Balancing

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SOCIAL

PV-7

Jumping and bouncing

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PV-15

Cooperative play

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PV-16

Social interaction

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PV-17

Dramatic and imaginative play

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PV-18

Loose parts

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PV-8 PV-9

Walking, running and rolling Movement experienced from a wheelchair

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PHYSICAL PV-1 | Spinning GOAL To allow children the experience of spinning. When children spin, different parts of the brain are stimulated simultaneously. This builds new and more developed pathways throughout the brain – pathways that improve learning potential, spatial awareness, rhythm and more. Spinning activities develop the brain in such a way that pre-reading concepts are advanced while improving balance, muscle control and gross motor skills.

STRATEGIES • Choose different pieces of equipment to provide children the • ability to sit and spin, stand and spin, and lie and spin. This could mean three different pieces, or one piece could provide the ability to play in different positions. For example, a child could sit, stand or lie on a tyre swing.

• Provide challenge by choosing spinning equipment with and without hand holds.

• Choose spinning equipment where a child can support themselves by having multiple touch points. (The number of points at which a child makes contact with the play equipment or ground surface.)

PV-2 | Sliding GOAL To offer the experience of height, movement and the thrill of speed and risk. Slides stimulate children’s vestibular system (the sensory system that responds to the position of the head in relation to gravity and accelerated or decelerated movement) and sense of balance.

STRATEGIES • Provide slides at a variety of heights, for example, 70cm, 120cm or 180cm.

• Include at least one slide that carries two people side-by-side.

• Provide a wide slide so that a parent can support a child going down the slide.

• Choose different types of slides for example tube, textured, curved, straight, hill, spiral, etc.

• Have one slide that does not create static electricity for people with a cochlear implant.

• Provide a place for a child to sit while their wheelchair is being retrieved (see SE-3).

• The tallest slide should be accessible (see SE-1).

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PV-3 | Rocking GOAL To offer the fun of movement and prompt imaginative play through rocking play equipment. Rocking challenges and develops children’s vestibular system by moving his/her body in a rocking motion.

STRATEGIES • Include at least one piece of equipment that provides a to-and-fro motion and another one that provides side-to-side motion.

• Include multiple pieces of rocking equipment to support children in a variety of positions: sitting, standing, and lying. Certain pieces of equipment could provide multiple experiences, for example, a child could sit or lie on some kinds of spring rockers.

• Include at least one rocking piece of equipment intended for individual play and another intended for multiple children.

• Include backrest, footrests and hand support on rockers.

• Include rockers with different width seats to accommodate a range of sizes.

• Include rockers with a longer and deeper seat to allow a child to sit in front of an adult.

• Provide adult-sized seats on a few pieces of equipment to allow older children and adults to use them.

PV-4 | Swinging GOAL To offer the fun of movement and prompt imaginative and social play swinging. Swinging challenges, stimulates and develops children’s vestibular system.

STRATEGIES • Provide a swing that moves in a linear motion and another swing that moves in a circular motion.

• Provide a swing with harness as well as other types of adapted swings.

• Consider a variety of swings and swing sizes, for example a belt swing, toddler swing, tyre swing, a bird nest swing • Include a swing which provides a full body experience and physical support when a child lies on it,

Linear Motion

Circular Motion

Accessible Swing Seat

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PV-5 | Climbing and Crawling Note: Challenge levels have been added to help select a variety of experiences in this category.

GOAL To offer the opportunity of risk and challenge, excitement and different ways of moving; to improve motor skills such as balance, coordination, strength and dexterity. Climbing and crawling challenge, stimulate and develop the user’s proprioceptive system (The proprioceptive system consists of sensory information caused by contraction and stretching of muscles and by bending, straightening, pulling and compression of the joints between the bones.)

STRATEGIES Climbing Provide at least two challenge levels for climbing. If climbing activities are selected, a Level I piece of equipment or feature should be included to include children who have the least strength.

Level I: for example, level to the ground web net, a ladder with hand holds, a low boulder, stairs with hand holds. A combination of any of the following characteristics: • low to the ground • low slope • hand holds on each side (hand holds should be big enough for a child to climb using the back of their arms), the ability to put the entire body on the climbing equipment to provide more support • the path a child takes from bottom to top (or across) the climber must be obvious Level II: for example: angled rock wall, medium size boulder with good hand or foot support, a straight up climber with even steps and good hand or foot supports, a curved climber with steps where the entire body can be on it for support. A combination of any of the following characteristics: • can be angled • at least one way to support the body (put the full body on it, one hand hold) • multiple paths to reach the top, but they must be obvious, first step is easy to reach. .

Level III: for example: large boulder with limited supports, web net, vertical rock wall. A combination of any of the following characteristics: • reaches a high place • is vertical • can have a complicated or multi-way path to reach the top, supports are minimal or not obvious, is dynamic, requires great agility to accomplish. Level III climbers are ones normally used for the oldest children.

Crawling Provide at least two activities that allow a child to attempt different challenge levels.

Level I: A short tunnel placed on the ground or bumpy surface.

Level II: A longer tunnel on the ground or elevated with accessible routes on either side. Level III: A tunnel that changes elevations and opportunities to crawl between levels.

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PV-6 | Balancing GOAL To provide a wide variety of activities that respond to children’s need for risk and challenge and increase children’s ability to balance on their feet (dynamic balance) and build core body strength.

STRATEGIES • Provide one balancing activity where a child can use one hand to help support their body as well as another balancing activity where the child can use both hands.

• Provide at least one balancing activity for: sitting and standing. One piece of equipment could meet both criteria, for example, a stool could be sat or stood on.

• Provide a piece of balancing equipment that is static and another one that is dynamic.

• Incorporate challenge by choosing balancing activities of varying widths. Add further challenge by having some of the standing balancing activities straight, while others are curved.

• Provide a balancing activity at ground level and one balancing activity that is elevated and reached by an accessible route.

• Remember that ground level activities could be patterns in the surfacing.

PV-7 | Jumping and Bouncing GOAL To allow children the fun and laughter of jumping and bouncing and the feeling of flying in the air. Jumping and balancing challenge, stimulate and develop the user’s vestibular system and proprioceptive system by jumping or bouncing activity.

STRATEGIES Provide at least one jumping or bouncing activity that is used while sitting as well as another activity that is used while standing. This could be the same piece of equipment.

PV-8 | Walking, Running and Rolling GOAL To provide opportunities for children to play with friends and join in games while building endurance, increasing muscle tone and mastering dynamic balance.

STRATEGIES • Include space and equipment for games to be played (i.e. basketball and tag).

• Include a bike trail and/or trike trail that can be accessed from the perimeter path.

• Create a track using a design in the surfacing.

• Include a maze or running obstacle course. Ensure the route is wide enough for a someone using a wheelchair to easily manoeuvre through the space.

• Build a path that rise and falls along its length for fun and to build • strength with the resistance of their own body weight.

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PV-9 | Movement Experienced from a Wheelchair or Other Aid GOAL to enable a child using a wheelchair to play equally with friends and to experience a motion that stimulates their vestibular system without leaving their chair.

STRATEGIES Provide a piece of equipment that moves the child and their wheelchair. The piece of equipment should be a social experience i.e. more than one person can play on it at a time, for example roundabouts.

PV-10 | Tactile Experiences GOAL To provide enjoyable or novel tactile experiences and which exercise and develop children’s sense of touch.

STRATEGIES • Provide the opportunity for a child to feel several of the following textures.

– Smooth — the material is free from projections or unevenness of surface, for example, a metal pole, metal slide, mirrors, marbles.

– Soft — the material is yielding readily to touch or pressure, for example, grass, rubber, fabric.

– Hard — The material is solid and firm to the touch; unyielding to pressure and impenetrable, for example, – rocks, metal.

– Rough — the material is coarse. It has projections, irregularities or breaks, for example, boulders, rocks, rope.

– Grainy — the material has a granular texture, for example, sand, dirt, rocks or boulders (natural or – concrete).

– Uneven — bumpy, not level or flat, for example, a slide that has bumps built in, textured paths.

• Provide opportunities for children to have their full body involved in the activity, for example, rolling down a hill.

• putting sand all over themselves, water play where the entire body gets wet.

• Provide opportunities for playing with loose and/or liquid materials, for example, sand, dirt, water, gravel.

• Create pathways that undulate and/or have texture built into them for fun wheeled play.

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PV-11 | Auditory GOAL To include play features that appeal to the sense of sound and that assist the development of the auditory system.

STRATEGIES • Provide pieces of equipment that create sound or enable a person to hear another person talking from a distance.

• Use different ways to generate sound.

• Choose a piece of equipment where the child creates a sound by activating a piece of equipment, for example, hitting a drum or pushing a button to make a sound come out.

• Choose equipment that creates a sound which the child then hears repeat, for example, talking tubes or items that echo.

• Choose equipment that generates a sound, for example, by walking across it or entering an area to create a sound.

• Place sound, echoes/acoustics and activities with interactive sound and movement at the end of a ramp or other pathway to provide interest and reward for effort. This can also be done with tactile and other sensory activities.

Note: Care must be taken to locate these activities so that children and families can interact or remove themselves as needed.

PV-12 | Visual Experiences GOAL To include features and equipment in the play space that are pleasing to the eye, surprising and delightful and that assist development of sight and the visual sensory process. Visual processing refers to a group of skills used for interpreting and understanding visual information. Here are just a few things that the visual system deals with: • seeing something and remembering what was seen. The sense of sight involves the brain and visual recognition • writing information accurately • moving the eyes in a specific direction with or without distraction • tracking things with the eyes • strengthening of the eye muscles • focusing on an object • seeing the differences between objects that are similar but not identical.

STRATEGIES Most of the strategies that can help children improve their visual sensory system have already been addressed in other areas of the Play Value section: swinging, spinning, balancing, using complex textures and nature (grass, trees and rocks).

• Choose play panels if using them) that will help develop the visual system for example, tracing or tracking, games that involve matching.

• Introduce visually pleasing qualities such as colour and pattern, sculptures, flags, paving and planting with colour and aesthetics in mind.

Note: A developmental optometrist can help select appropriate play equipment and features.

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PV-13 | Interaction with Natural Features GOAL To enable children to engage in nature to stimulate many different types of creative, imaginative and social play. and provide a wide-ranging health and wellbeing benefits. i. Natural features include trees, shrubs, grasses, bark, soil, sand, water and rocks.

STRATEGIES • Include thoughtfully placed landscaping throughout the play space.

Refer to LA-10.

• Include a sensory garden to the play space.

• Install raised planters as well as wide paths through the plantings.

• Add items such as logs, rocks, water, hills, etc.

• Include a range of planting types to encourage play, such as tree climbing, weaving through dense planting and hiding in bushy dens.

• Plant items that encourage birds, small mammals and insects.

• Include diverse vegetation throughout the play space, rather than having it all in a separate sensory area.

• Include a selection of plants that create loose parts such as pine cones and twigs.

PV-14 | Cosy Places GOAL To provide places children can use for social, solitary, imaginative and role play, and which children can use to relax and de-stress.

STRATEGIES Provide at least one location within the play space where a child can go to feel alone. The place should feel to the child that he is enclosed, but the play piece should enable the parent or carer to see the child, for example, an area under the play structure, a piece of equipment a child can go into, a nature area where tall plants or vines provide quiet, a playhouse, a tunnel with a window.

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PV-15 | Cooperative Play GOAL To ensure that children have opportunities to play with each other.

STRATEGIES • Provide a piece of equipment that requires two or more people to operate it, for example, a seesaw.

• Provide a piece of equipment that will do additional things when more than one person is playing with it.

• Include pulleys and scoops on upper and lower levels which rely on having someone at ground level as well as someone above; ensure the pulleys and conveyor

PV-16 | Social Interaction GOAL To enable children to experience the social side of playing with others, make new friends and enjoy the company of temporary playmates.

STRATEGIES • Include built features, equipment or space that encourage interaction while playing with others.

Examples: – Games: basketball hoops, seesaws, hopscotch, four square etc. designed to be played by multiple players – Seating: groupings of seats – Sensory Play: water features, sand play, nature play • Provide play areas where the children can watch and copy the actions of other children, so they can learn from each other and enjoy each other’s company.

PV-17 | Dramatic and Imaginative Play GOAL To provide opportunities for children to create play “themes” and act them out by participating in various roles that are spontaneous, child-initiated and open-ended.

To expand a child’s awareness of self in relation to others and their social environment by providing dramatic play opportunities.

To provide opportunities through dramatic play for children to use language, cognitive and social skills.

STRATEGIES • Provide a space that fosters dramatic play opportunities within the play space. The space should allow children to create dramatic play experiences using a mixture of abstract and realistic play equipment and features for example, themed structures, a stage, a playhouse made of natural materials.

21 • Utilise play spaces under the equipment or somewhere on the play structure for dramatic and imagery play. If it is on the structure, it should be on an accessible route. If the space in under the play structure, ensure there is enough head room for a person using a wheelchair to enter.

• Provide a space where children can gather to plan and create their dramatic play.

• Provide children with opportunities to create varied individual and group dramatic play episodes throughout the play space.

• Create small semi-private spaces that encourage dramatic play by an individual or group of children.

• Use various play equipment that allows children to experience movement or stillness during their dramatic play • Include props and loose parts which are easy to manipulate for creative play and do not require great physical strength or fine motor skills.

• When using wheels, spinning items and steering wheels for imaginative play ensure that they have spokes or knobs to grasp (rather than a solid wheel) to assist a child with limited mobility to actively engage in the play.

• Provide loose parts such as props and costumes (see PV-18).

PV-18 | Loose Parts GOAL To provide materials that children can manipulate and use to change their environment, and which provide opportunities for social, imaginative and creative play experiences. Loose parts are natural and/or synthetic materials that can be moved, carried, combined, redesigned, taken apart and put back together in multiple ways and may be used by children to enhance their individual or group play experiences.

STRATEGIES • Provide and replenish supplies of loose parts such as: – sand, earth, water – items from nature such as twigs, stones, leaves, pine cones – various sized building blocks and/or construction materials – materials and props that may be used for dramatic play – cardboard boxes, old traffic cones, tarpaulins – -movable game or sports materials that children may use in individual or group games.

• Provide training to onsite staff to understand and facilitate (as appropriate) loose parts play.

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LAYOUT (LA) This section will increase understanding of how to improve accessibility and inclusion through the placement of play equipment and other features on the play space and in the surrounding environment.

GOAL To provide people of all abilities inclusive access and the opportunity to move throughout the play space safely and independently.

CONTENTS

Page

CONTENTS

Page

LA-1

General layout

22

LA-6

Zones

26

LA-2

Entry and orientation

23

LA-7

Colour as a safety and wayfinding tool

27

LA-3

Wayfinding

24

LA-8

Gathering spaces

27

LA-4

Perimeters and boundaries

25

LA-9

Line of sight

28

LA-5

Orientation path

26

LA-10

Landscaping

28

LA-1 | General Layout GOAL To maximize everyone’s enjoyment of the play space, ensure safety and independent use and to enable children to play together.

STRATEGIES • Choose the surfacing that best meets the needs of the users of the play space (see AC-1).

• Create an orientation path (See LA-5).

• Create an entry experience for the play space (see LA-3).

• Place the entry way for play space users to move directly on to the orientation path.

• Develop a wayfinding system to help people find their way through the play space (see LA-3).

• Install perimeter containment suitable to the location and user groups (see LA-4).

• Arrange play equipment and features as a series of zones around the path (see LA-6).

• Place equipment and plants so that they can be easily reached by children of different heights (see AC-2).

• Intersperse gathering spaces and quiet area with the play equipment and features (see LA-8 And PR-14).

• Place play equipment and features so that they don’t unduly block sightlines, minimising the amount of the play space where a child cannot be seen. (see LA-9).

• Provide sufficient space throughout the play space.

23 Note: Many children require extra space to manoeuvre around play equipment and features.

Children using a mobility aid need extra space to make turns easily and wheel themselves into proper positions for transfers on to play equipment and features.

The extra space will also accommodate the larger body of an adult assisting a child. Children who are visually impaired may use the extra space to play independently without entering a fall zone. Extra space also supports children with poor balance, tactile sensitivity or who have trouble understanding where their bodies are in space.

LA-2 | Entry Way and Orientation GOAL To allow people to orient themselves to the play space before directly encountering the activities and sensory stimuli. This is particularly important for people on the Autism spectrum.

This area at the entrance to the play space should familiarise individuals with the play space layout, features, and activities before they arrive in the play space. This will assist users who are helped by knowing in advance what to expect.

STRATEGIES • Provide on-site signage or web-based information that familiarises individuals with the play space layout.

• Design for a low level of visual and auditory stimuli.

• Use landscaping that is soothing and assists orientation.

• Ensure a clear line of sight from the entry way into the play space and parking area so parents and carers can quickly identify where a child goes if they do not stop in the entry way.

• For larger play spaces, provide signage with a plan view of the area and a site map defining individual site • features and activities.

• Locate signage along the entry path, visible prior to entry into the play space itself.

• Include seating and/or resting points.

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LA-3 | Wayfinding GOAL To allow every person to find their way around and through the play space. Wayfinding is the organization and communication of our dynamic relationship to space and the environment.

Successful design to promote wayfinding allows people to: (1) determine their location within a setting (2) determine their destination (3) develop a plan that will take them from their location to their destination.

The design of wayfinding systems should include: (1) identifying and marking spaces (2) grouping spaces (3) linking and organizing spaces through both architectural and graphic means.” (IDEA Center at the University of Buffalo) STRATEGIES • Create multi-sensory signals and cues in the play space and surrounding environment. This will help guide children through the play space by sight, sound, touch, and body spatial awareness.

• Provide a tactile map of the area. This could be the same map that is provided for everyone. Tactile maps are widely used as a wayfinding mechanism for people with visual impairments but can also be helpful for people who are not able read. Maps may be located at a fixed point or can be portable.

• Use signage to direct people to specific places in the play space such as water fountains, toilets and changing facilities. Use large letters with contrasting colours as well as picture or universal (nonreader) symbols on the signage. The signage can also have raised letters or braille on them to assist people with visual impairments.

• Use a hierarchy of paths using different but consistent materials to help children to orient around a space. Consider texture codes or coloured patterns on paths which are consistent across the site to give meaning and enjoyment.

• Use appropriate landscaping features (shrubs, long grass, rocks) to offer a texture, smell or colour unique to each area. Use of scented plants can help to distinguish between spaces.

• If the play space is large, consider creating signature sounds for different zones.

• Place audible information in quieter places on the play space.

• Mow pathways across lawns to assist children in finding their way around otherwise featureless areas of grass.

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LA-4 | Perimeters and Boundaries GOAL Allow children to play freely without an area that has perimeter boundaries suitable to the location and user groups. Some children are inclined to move themselves away from stimulation or are less able to judge danger in the environment. Some children feel safer in contained spaces than open ones. Parents and carers may find it easier to supervise children in a contained space.

STRATEGIES Perimeter • Carefully consider the purpose of the perimeter or boundary for the specific location before making decisions about what is required.

• Consider what perimeter boundaries can bring aside from containing the site, for example, what can they add aesthetically and in terms of play value?

• Consider your overall budget and the proportion that it is appropriate to spend on perimeter boundaries.

• Some sites may require a complete boundary, others partial boundaries and others none at all.

Bearing that in mind, the following are options to consider: • Create a perimeter boundary around the entire play space with only one or two entrances. Some of the ways to create perimeters are by using walls, fences, landscaping or topography. Do not use water as part of the perimeter.

• Avoid horizontal components (e.g. horizontal fence slats) that can be climbed up on or create entrapment spaces.

• Use materials and colours that can be easily seen. Cables or wires are not good choices.

• Consider designs that make the fence a playful, sensory or aesthetic feature of the play space.

Gates and openings • Provide double-width gates for maintenance access.

• Provide seats near fence openings to make supervision easier for adults (see SU- 1).

• Have a few clearly identifiable openings. The location and direction of the orientation path will help identify these openings.

• Some inclusive play spaces choose to put gates at all the entry ways to ensure completion of the perimeter. There is a dilemma inherent in designing gates so that certain children can’t use them and making them useable for everyone else.

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LA-5 | Orientation Path GOAL To allow users to survey the play space and play zones prior to engaging, enabling them to assess the amount of physical and social contact they might expect. An orientation path and allows children to move easily to a safe zone if their anxiety rises and to re-enter when they are ready and able.

STRATEGIES • Consider the orientation path as a significant feature of the play space and its wayfinding scheme.

• Create a path that is firm, accessible, even and predictable.

• Place the path in one of two ways:

a)

• • • • •

b)

a. Surround the play zones. b. As a central spine from which the zones (LA-6) originate.

Make the path wide enough (2m is recommended) so that two people using mobility aids can easily pass one another.

Keep the path be free of barriers with clear line of sight along the path.

The construction of the path should be consistent (same colours, textures and cues). Predictability is the key.

There should not be any play activities on the orientation path.

Delineate where the path ends and the play area begins by providing a visual or tactile cue (e.g. place a bright yellow strip at the edges or change the texture at the edges of the path).

LA-6 | Zones GOAL To divide the larger play space into areas, for example, separating vigorous play from quiet play areas.

Many of the goals discussed in Play Value can be achieved through play zones.

STRATEGIES • Locate distinct zones directly off the orientation path.

• Define zones with a path, surfacing, seating, landscaping, sensory signals or the equipment.

• Determine the number of zones and their relative size by considering the range of choices and levels of Play Value to be offered.

• Bear in mind that the way that children play isn’t separated in this way, so while zones are about creating a range of opportunities, children may choose to use them differently.

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LA-7 | Colour as a Safety and Wayfinding Tool GOAL To use colour as a tool for wayfinding and safety.

STRATEGIES • Use contrasting colours between equipment and the orientation path.

• Accentuate changes of height by changing colours.

• Use different colours of surfacing material; one colour within the fall zones and one colour outside the fall zone to help children determine what might happen where.

• Be aware that dark colours, when used on the ground surface, may be perceived as holes in the ground.

• Include the meaning of the colour scheme in the wayfinding tools. Colour alone shouldn’t be used as a wayfinding tool however as someone who is colour blind may not be able to distinguish the difference between colours, and others may not perceive the meaning.

• Choose colours that contrast light colours (blue-green, green, yellow and orange) with dark colours (blue, purple and red). Avoid green combined with red, brown, blue, grey and black; blue with purple or grey.

• Use additional patterns and textures to make it easier to distinguish between colours.

LA-8 | Gathering Spaces GOAL To encourage the community to use the play space as a meeting point, building community spirit and reinforcing the role of the play space as a community resource.

STRATEGIES • Incorporate seating, gazebos and pavilions in places where parents and carers can both see their children and socialise.

• Use seating, play equipment, play features, (e.g. boulders) or other landscaping features to create gathering places throughout the play space.

• Shade gathering places to extend use in hot weather and provide shelter in cold or windy weather.

• Incorporate site amenities such as seating, water fountains and litter bins (see Support Features).

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LA-9 | Line of Sight GOAL To maximise parental supervision of children using the play space. This is particularly important for children who run if over-stimulated and possibly away from their parent or carers. It is also helps adults responsible for more than one child.

STRATEGIES • Design so that parents or carers are able see where their child is when they look from almost any point on the orientation path.

• If there are many play zones within the play space, design so that the line of sight crosses each zone (see LA-6).

• Maximize the use of “see through equipment” (e.g. equipment with an open structure, windows, rope structures) so that children are visible.

• Minimise the use of large equipment that blocks sight of children.

• Place seating or resting points at multiple points around the play space and at each entrance and exit.

• Emphasise freestanding independent items over consolidated modular structures. These do not inherently guarantee visibility but are usually less opaque than a modular structure.

• Enable the caregiver to view both the exit and entrance to the play area or in larger play spaces at least the section in which they are playing.

LA-10 | Landscaping GOAL To use planting to soften the look and feel of the play space, help define the zones, create shade and add Play Value.

STRATEGIES • Use a landscape architect with experience in inclusive play environments to develop a complete design for the • space.

• Try to visualise what the space will look like when it is first planted, ten years afterward and all the time in between. At any time in this growth cycle, the landscaping should not block routes.

• Make sure the landscaping materials are sympathetic to children playing and include a variety of textures. Do not include poisonous materials that children could put in their mouths.

• See PV-13 for information on interacting with natural features.

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ACCESS (AC) This section provides information about designing the play space and surrounding environment to enable children, parents, carers and others to use and move around the play space easily.

GOAL To provide people of all abilities inclusive access and the opportunity to move throughout the play space safely and independently.

CONTENTS

Page No

AC-1

Surfacing

30

AC-2

Reach ranges

31

AC-3

Transfer platforms

31

AC-4

Transfer steps

32

AC-5

Width of route

32

AC-6

Flush transitions

33

AC-1 | Surfacing GOAL To select the most appropriate and accessible surfacing for the design, location, play equipment and features.

STRATEGIES • Visit various play spaces which use different surfaces.

• Test out the surfaces as a group including if possible children and adults with visual impairments and using wheelchairs and other mobility aids. Which work well where and why?

• Ask the owners/operators of the play spaces how the surfacing has worked and how much maintenance has had to be done.

• Meet with multiple vendors of different type of surfacing. Ask them about warranties and expected life of the surfacing. Ask who does the installation; whether they are certified by the manufacturer, and how much experience they have with this product.

• Choose surfaces suitable for the intended use for example access routes and paths need to be constructed from materials that remain useable throughout the year.

See playground surfacing FAQ in this guide.

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AC-2 | Reach Ranges GOAL To enable children to reach and touch play equipment, features and landscaping as this is critical to a child’s engagement. Research has demonstrated that it is not enough for a child to see, they must also be able to touch to be engaged. Children should be able to interact with the play features, wayfinding signage and surrounding tactile input, with their hands.

STRATEGIES • Place play panels, landscaping, telescopes, water tables, sand tables, etc. at varying heights to accommodate children who have different reach ranges.

• Include more than one piece of the same equipment at different heights, for example put in two telescopes at different heights.

• Ensure that a child who is using a wheelchair can access the play equipment and features by sitting at/ under them. Reaching forward can be more enjoyable and doable than reaching to the side (for some but not all children).

Note: A child’s functional ability will be more of a determinant than their age of what they can touch, reach and manipulate in the play environment.

AC-3 | Transfer Platforms GOAL To allow a child or adult who is using a mobility aid to transfer to and from that aid independently and use the play space more easily.

STRATEGIES • Consider all the surfaces adjacent to the accessible route. Estimate the possibility of a play space usertransferring to them from a chair.

• Look at how a child who is using a chair might transfer to the play equipment or feature that don’t have a platform per se. Is there a surface or grip point that can help this child be included?

• Considering the space a child will need when sitting.

• Provide on-deck transfers that facilitate movement from a mobility aid onto the play activity. This is especially important at slides.

• Consider a deck with a transfer platform on one side and a set of steps of the other side to facilitate children of different abilities playing together.

Note: the authors of the original guide this version is based on, reviewed measurements of paediatric wheelchairs. They determined that the best height for a transfer platform would be 40cm to 46cm. This is a portion of the range allowed by Americans with Disabilities Act and aims to maximise ease of transfer.

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AC-4 | Transfer Steps GOAL To allow someone who does not have use of their legs to be able to move their body between elevation changes on the play equipment and back to a mobility aid. If someone is moving themselves on their behind, the smaller the change in height between elevations, decks or play surfaces, the better.

STRATEGIES • Use the following recommendations, in order of preference, for step heights. a) 10cm b) 15cm c) 20cm • Talk to play space manufacturer representatives about their ability to ramp the elevation change or break down the height change into manageable increments.

AC-5 | Width of Routes GOAL To build accessible routes throughout the play space. On those routes allow wheelchair users, parents with prams and buggies, and/or children who do not like to be touched, enough room to pass each other while using the play space.

The play space can help children develop their abilities and widen their enjoyment, so a mixture of passage widths within the play space will provide choice and play value.

STRATEGIES • Consider the play environment as a small city. Which routes need to be arteries that connect one side of the city to another? Which ones have less priority? Which areas are the equivalent of sleepy, quiet neighbourhoods and which the town centre?

• Ensure entrances, gates and exits are wide enough for those using mobility aids and that busy routes have passing places. As a guide: 2.0m: room for two wheelchairs, or two people, side by side.

1.5m: room for one wheelchair plus pedestrian alongside.

1.0m: room for one wheelchair with no room alongside.

(Source: The Sensory Trust) • The available room in front of play components should allow a child using a wheelchair and their companion to play next to one another.

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AC-6 | Flush Transitions (Surfacing) GOAL To allow people using mobility aids to move freely by providing flush transitions to all areas of the play space and surrounding area.

STRATEGIES • Design, as far as possible, for transitions between all route surfaces and play surface access points to be flush with each other.

• Design for play surface connections to have tight seams throughout the play space. There should be no barriers or trip hazards between sections of play space that would impede someone using a mobility aid.

• To ensure this occurs: – perform an accurate topographic survey – write the requirements in the bid/contract documents.

– hold contractor accountable by monitoring.

– Note: transitions between surfaces often indicate the end of one contractor’s work and the beginning of the work of another. The quality of the communication between contractors will be a determinant in the quality of the transition.

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SELECTING EQUIPMENT (SE) This section will discuss the selection of play equipment to maximise inclusive experiences on the play space.

GOAL To encourage conscious and well thought out decisions when determining the types of equipment and play features to include and where to place them. The planning committee should have indepth conversations to address the issues raised in this section, prior to purchasing any equipment.

Equipment in this sense can mean manufactured playground equipment or natural elements that are used to create play opportunities.

CONTENTS

Page

SE-1

Elevated play

34

SE-2

Adjoining or co-located play

35

SE-3

Resting point near a slide

35

SE-4

Colour of play equipment

36

SE-5

Multiple levels of challenge

36

SE-6

The coolest thing in the play space

37

SE-1 | Elevated Play GOAL To provide the experience of height which is enjoyed by many children. Being high, above everyone and everything else, allows a different experience of the elements (sun, wind) and can give a sense of achievement and wonder. Some children would otherwise rarely get this feeling of height or the sense of perspective in their everyday play.

STRATEGIES • Think about the reason for going up high – is there a great view, perspective or play activities that are unique?

• Include activities to do on the highest platform for example periscopes, musical instruments.

These activities should have a high play value and should be enjoyed by children of all abilities.

• Ensure where possible that the highest slide is accessible via a ramp system or contoured path.

• Use the topography of the land to create hills and viewpoints above the play space from where children can look down on the activity below.

• Include at each platform along a ramp circuit at least one activity for all children to do besides using the slide or going down a climber. Ensure that the activities are placed at heights that accommodate different reach ranges (AC-2). for example, periscopes, talk tubes, music or other auditory activity, pulley systems to send things up and down, activity panels that encourage more than one child to play with it at a time.

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SE-2 | Adjoining or Co-Located Play GOAL To invite engagement between children of diverse abilities. To encourage children of the same age, but different abilities to play in the same location.

Contiguous

Co-located

STRATEGIES • Locating similar types of equipment, such as balance or climbing, in the same area.

• Provide two or more ways to do the same thing such as climbing, spinning, or swinging at different challenge levels.

• Connect or place together similar play equipment or features.

• Incorporate equipment or features with graduated levels of challenge so that children of different abilities can tackle them. Once they have mastered one level or type of challenge they will have further challenges to choose from.

SE-3 | Resting Point Near a Slide GOAL To provide a resting point close to the exit of a slide so that there is somewhere to wait if a wheelchair or mobility aid is being brought down from the top.

STRATEGIES • Place a seat with back support at the outside edge of the use zone for the slide. This keeps the child safe, preserves their dignity, and reduces the distance they need to be carried.

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SE-4 | Colour of Play Equipment GOAL To provide colour as playful, design element in the play space. Colour can also be used as a wayfinding tool, and providing contrast to children with low vision to help them determine where steps are on the play structure etc.

STRATEGIES • Avoid preconceived ideas about which colours children like. Adults tend to assume that brighter colours suggest a playful atmosphere, and the more the better however this is not usually found to be the case.

• Design use of colour carefully to avoid over-stimulation or confusion.

• Consider the overall palette of colours as part of the design scheme, for example, muted, natural, pastel, monochrome, contrasting, complementary, Mediterranean.

• Accent pieces can be accent colours.

• Shiny, reflective surfaces should be avoided as they can confuse people with a vision impairment • Material finishes should be matte rather than gloss.

• The decks and steps (as much as possible) can have alternating or contrasting colours to delineate where a child should step.

• The hand grips should use a high contrast (such as yellow, when viewed against a contrasting background) See using colour as a wayfinding tool (LA-7).

SE-5 | Multiple Levels of Challenge GOAL To choose play activities that provide graduated levels of challenge to ensure that children of all ages and abilities are actively engaged on the play space.

STRATEGIES • For each type of physical play, choose pieces with different degrees of difficulty.

• Place the equipment as described in SE-3.

• For the easiest challenge consider creating ground levels patterns in surfacing as a play feature.

For the most difficult challenge, choose equipment that requires a higher level of motor planning (i.e. the ability to work out and tackle a sequence of actions to get from A to B or to climb to the top).

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SE-6 | The Coolest Thing in The Play Space GOAL To ensure that “the coolest” play activity is accessible and usable for all. Nothing excludes, separates and creates differences between children more than the special piece of equipment that everyone wants to play on being inaccessible to some of them.

STRATEGIES • Examine the play activities chosen for the play space. Identify the one that will create the most excitement from children.

• Ensure that this piece can be played on by the majority of children. For example, • most exciting slide has ramps leading to it and the ability to easily transfer • a web net that is easy to use at the ground level and then more advanced as it goes up • a wheelchair accessible glider.

• water play that enables children to control when they engage with the sensation.

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SUPPORT FEATURES (SU) This section discusses the support systems and the built environment surrounding the play space.

GOAL Provide supportive infrastructure and amenities that are inclusive, safe and easy to use by people of all abilities.

CONTENTS

Page

CONTENTS

Page

SU-1

Seating

38

SU-8

Cooling devices

42

SU-2

Toilets and changing facilities

39

SU-9

Service and assistance animals

42

SU-3

Drinking fountains

39

SU-10

Emergencies

42

SU-4

Picnic tables

40

SU-11

Alternative transportation

43

SU-5

Parking

40

SU-12

Signage visibility

43

SU-6

Litter bins

41

SU-13

SU-7

Shade

41

SU-14

Introduction to the play space Public statement of inclusive play

44 44

SU-1 | Seating GOAL To provide a variety of types of seats for parents, carers and children of all abilities to rest in proximity to one another and to the play space.

STRATEGIES • Allow space for a wheelchair next to a bench.

• Orient the seating for the best vantage points for parents and carers to supervise children during play. Seating should generally be closer to the play areas where younger children will play and a little further back for older children.

• Install seating in each play area.

• Design in play equipment and features that can also be used for caregivers to sit on.

• Include benches with and without arm rests to allow someone in a wheelchair to transfer to them.

• Locate seating so the user is protected from wind and can sit comfortably in all seasons.

• Use lightweight, movable furniture where local security allows.

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SU-2 | Toilets and Changing Facilities GOAL Provide suitable toilet and changing facilities so that children and adults can visit the play space for longer and enjoy their visit with dignity and comfort.

STRATEGIES • Do not under-estimate the importance of toilet and changing facilities to the success of an inclusive play space.

• Consider the scale and location of the play space when deciding what facilities it is possible to include or access.

• Improve routes and paths to and from existing facilities.

• Put funds towards upgrading existing facilities.

• Provide information about facilities.

• Make the provision of toilets and changing facilities a specific target in your project plans.

• Consider including a Changing Places toilet in your plans.

Note: Changing Places toilets are different to standard accessible toilets (or ‘disabled toilets’) and if possibleshould be provided in addition to accessible toilets as standard accessible toilets do not meet the needsof everyone. People with profound and multiple learning disabilities, as well people with other physical disabilities, often need extra equipment and space to allow them to use the toilets safely and comfortably. These needs are met by Changing Places toilets. The Changing Places website provides comprehensive advice about installing a Changing Places toilet.

SU-3 | Drinking Fountains GOAL To allow everyone at the play space to drink water while they are there.

STRATEGIES • Include at least two different heights of fountains.

• Utilise water fountains that turn on when the unit senses someone within its perimeter.

• Provide a facility for filling up personal water containers.

• Provide drinking fountains that can be operate by a lever rather than a button.

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SU-4 | Picnic Tables GOAL To allow everyone to eat and feel included in the activities.

STRATEGIES • Use accessible picnic tables positioned so that the open spaces for the wheelchairs are looking out in different directions.

• Choose seating and tables in each area that accommodate a wide range of statures, mobility levels and perceptual abilities.

• Include wheelchair places in child-sized picnic tables.

• Allow space for more than one wheelchair. This not only offers a chance for more people who use wheel- chairs to sit comfortably, but also offers a choice of where each person may sit.

• Position wheelchair spaces for social interaction. A space in the middle of the table places a person who uses a wheelchair closer to their friends and family increasing social interaction rather than always having to sit at the end of the table. In addition, for a parent with more than one child, a seat in the middle of the table enables the parent to care for children by sitting between them.

• Allow for extra leg space and knee clearance.

• Provide sufficient surface area around the tables for easier manoeuvring around the space.

• Bear in mind, if accessible tables are moved away from their firm and stable surface, they are no longer accessible.

• Place some tables in the sun and some in the shade.

SU-5 | Parking GOAL To ensure that parking spaces are provided for people who need their vehicle to be close to the play equipment or features s as well as provide a safe car park. Users of van parking often find they do not have enough space between the vehicles, even though the space is technically compliant STRATEGIES • Meet or exceed all other local standards regarding parking.

• Provide accessible parking spaces close to the play area. This does not mean that the whole parking area needs to be located nearby. For site design or aesthetic reasons, the accessible parking spaces may need to be separated from and closer to the play space than the rest of the parking area.

• Install seating in the designated pick up/drop off points and waiting areas.

• Separate vehicular travel routes from pedestrian routes in the car park.

• Provide protected pedestrian routes and islands, for example, landscaped area with a sidewalk.

• Provide pick up/drop off points for buses near the primary entrance or designated entrance for tour buses.

• Provide a designated parking area for buses and other larger vehicles away from primary entrances.

• Create separate areas for different transportation modes (e.g. cars, bicycles).

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SU-6 | Litter Bins GOAL To make litter bins convenient for use by everyone.

STRATEGIES • Ensure that it is possible to use bins with only one hand, for example, open tops, slots, and push doors.

• Provide receptacle covers operated by motion detectors.

• Bins should be on accessible routes.

• Bins should not be located within eating areas but placed at exits of each area.

• Do not locate bins in clear spaces next to benches, since those spaces may be needed for people using wheelchairs to be close to people on the bench.

SU-7 | Shade GOAL Provide spaces within the play space where a child is not in direct sunlight. Adults and children with sun allergies and those susceptible to sun burn are often not able to go to standard play spaces where shade is not provided.

STRATEGIES • Use established shade trees.

• Use a freestanding fabric shade structure.

• Utilize fabric structures on top of the equipment.

• Consider shading some of the seating or gathering areas.

Note: the shade provided by a new tree will be very different than that provided by that same tree in 10+ years.

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SU-8 | Cooling Devices GOAL Allow children to cool down.

STRATEGIES • Include water features that are usable by all child or adults for example: water misters, water spray pads.

• Do not put them on a play structure as it as it can create a risk of slipping,.

SU-9 | Service and Assistance Animals GOAL Allow children and adults who have a service or assistance animal to use the play space.

STRATEGIES • Provide for appropriate waste disposal for dog waste.

• Include signs that strongly encourage owners to dispose of dog waste responsible.

• Include a designated area on site provided for animal care, ensuring that it is on a universal route.

• Provide water trough or basin for use by pets and service and assistance animals

SU-10 | Emergencies GOAL Enable the people at the play space to reach emergency services. Not everyone has a mobile phone, and if they did, in the event of a parent becoming ill the child may not know how to find the phone or use it.

STRATEGIES • Include emergency call boxes. Ensure that they are clearly marked and are usable by someone using a wheelchair.

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SU-11 | Alternative Transportation GOAL Allow people who cannot drive or do not have a car to use the play space.

STRATEGIES • Place transit stops separate from other vehicular loading and unloading zones in front of play space entrance.

• Provide a protected area (from weather and other obstacles) that accommodates at least one personal wheeled mobility aid.

• Provide bike racks near the primary entrance for people who wish to cycle to the play space.

• Consider adding a “parking lot” immediately inside the entry way to park prams, buggies, wheelchairs, and other adaptive equipment such as canes or walkers.

SU-12 | Signage Visibility GOAL To ensure signage to be legible to all readers and sympathetic to the overall play space design.

STRATEGIES • Make alternatives to text available, for example. audible and/or tactile modes, volume adjustment provided for audible displays, device triggers audible information by proximity.

• Ensure surfaces are free from glare from the expected viewing location.

• Take into account contrast, font size, clarity, reading speed.

• Consider use of images and symbols.

• Consider height of the main text so it is set to be comfortable and easy to read for people standing or using a wheelchair.

• Bear in mind, where safety is an issue a sign or notice may be of little or no help as the child may not be able to read or understand it and it may have no impact on their behaviour. Safety is better addressed through the design of the equipment, feature or its location.

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SU-13 | Introduction to the Playground GOAL To allow parents and children to understand the layout, play equipment, and overall play space before leaving home. For many disabled people, a significant amount of effort is required to get out of their house. For a trip to be enjoyable, information about access, public transport, layout of space, activities and accessible facilities needs to be provided ahead of time.

STRATEGIES • Create a website and other marketing material for the play space. At a minimum include: –– a brief description of the spaces and its major features –– directions to reach the play space, including public transport –– whether the play space is fenced –– whether the play space has accessible features such as toilets and picnic tables.

• Offer orientation materials to prepare a child for their visit for example a video, a virtual map, a printable map.

• Develop symbol or picture cards that can be printed out so that a child can point to where they want to go. These will also enable parents or carers to create Story Boards for children to prepare them for their visit.

SU-14 | Public Statement of Inclusive Play GOAL To educate the public about inclusion at a local level and to make a clear statement to the community about the goals of the play space.

STRATEGIES • Install a sign at the entrance of the park which explains the purpose of the play space • Install an audio button that is pushed to receive information about the play space.

• Use positive images which give the message ‘everyone is welcome’.

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APPENDICES 1. Surfacing FREQUENTLY ASKED QUESTIONS What is surfacing?

A playground’s surface is the material that lies directly beneath and around playground equipment and features and is also used to create paths and routes. Playground surfaces are designed with various purposes in mind, including: • play value • to reduce severity of injury from falls • access • aesthetics.

What types of surfacing are available?

There are three main types of protective surfacing for play areas: Grass which is a good, all-purpose surface, but with little wear resistance, which may make it unsuitable in busy areas with high levels of activity. Its impact absorbency will also vary with location and climate, although is generally viewed suitable for fall heights up to 1m. (In some countries this is extended to up to 1.5m.)

Loose-fill materials which include sand, wood products (bark, chip), pea shingle and synthetic or recycled products. They have good impact absorbency but may disperse and break down, hence requiring high levels of maintenance, particularly for moving equipment. Loose-fill materials are easy to lay.

Synthetic surfaces of which there are three main types: • tiles - generally efficient, long-lasting but can be expensive and difficult to lay • wet-pour - generally efficient, long-lasting but expensive and requires specialist installation.

• layered - generally efficient but require some maintenance and can be subject to vandalism and wear problems. Requires expert laying.

47 What is an Impact Attenuating Surface (or Impact Absorbent Surface, IAS)?

IAS helps prevent serious head injuries caused by falling. Industry safety guidelines recommend that impact-absorbing surfacing is provided under equipment with a free fall height greater than 600mm or with forced movement, as stated by European Standards for Playgrounds EN1176.

IAS is also often used as a general surface treatment around equipment to help maintain play spaces in a usable condition all year round. Grass, loose-fill and synthetic surfaces are all used as IAS but the purpose and site must be considered to make the right choice.

Things to consider for inclusive play • The surfacing choices in a play space are about play value as well as access and safety in the overall design scheme.

• Access routes and paths should be constructed of materials that remain accessible throughout the year. This should be considered together with the resources available for future maintenance.

• Choices of surfaces should relate to anticipated use to avoid over-specifying them. Overspecifying can result in too large a portion of the budget being used on surfaces rather than creating play value.

• The size, condition and location of the site should also be taken into account to identify the most appropriate surfacing options.

• Successful designs tend to use a range of surfaces appropriate to the purpose and overall design.

• Inclusive design does not mean that all children will use the play space in the same way however there is little point in including accessible equipment without also including an accessible route to it.

• The purpose of the surface should influence your choice, for example, is the surface to play in and with (loose surfaces such as sand, earth)? To play on, increase access and wheeled play (bound surfaces such as wet-pour)? To reduce severity of falls (IAS)? A combination of these?

• Bumpy, crunchy, textured and noisy surfaces such as pebbly paths, puddles, mud, tracks with undulations have play value to children of all abilities and play preferences.

• Surfaces are also used by children to lie, roll, sit, crawl or rest on ground level. It’s useful to speak to children about surfaces they like or dislike.

• If a piece of play equipment or a play feature is to be accessible, then a suitable surface should reach the access point. The surface choice may have to change close to the equipment if Impact Attenuating Surface is required, although any transition boundaries need to be carefully considered.

• Loose-fill surfaces are not considered good for access but, because of their high play value to children of different abilities and preferences, their use should not be ruled out in the play space.

(Sand and water are often considered to have the highest play value of any play feature.)

• Items such as wheelchairs or walking frames (any hard object) if left in the fall area of equipment compromise the advantages of IAS. Careful design can reduce the chances of this happening, for example by using loose fill to restrict

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2. Standards and Guidelines The Design Guide is designed to be used in conjunction with standards and guidelines related to inclusion, equipment and safety in the play space. Prior to designing the play space, check with local officials and planners to ensure the design complies with all regulations. Play space designers and landscape architects should know to check the relevant standards.

Children’s play and leisure – promoting a balanced approach Health and Safety Executive (2012) - www.hse.gov.uk The HSE worked with the Play Safety Forum to produce a joint high-level statement that gives clear messages tackling misunderstandings about health and safety and play. HSE fully endorses the principles in the statement that makes clear that: • Play is important for children’s well-being and development • When planning and providing play opportunities, the goal is not to eliminate risk, but to weigh up the risks and benefits • Those providing play opportunities should focus on controlling the real risks, while securing or increasing the benefits – not on the paperwork • Accidents and mistakes happen during play – but fear of litigation and prosecution has been blown out of proportion.

Construction (Design and Management) Regulations 2015 The Construction (Design and Management) Regulations 2015 (CDM 2015) set out what people involved in construction work need to do to protect themselves, and anyone the work affects, from harm. HSE has published a Legal Series guidance that supports CDM 2015 and explains it in more detail.

Equality Act 2010 (Great Britain) www.gov.uk/guidance/equality-act-2010-guidance Legal obligations for employers and service providers to make reasonable adjustments to improve access for disabled people can be found in the Equality Act 2010. The Equality Act came into force on 1 October 2010.

The Equality Act brings together over 116 separate pieces of legislation into one single Act. Combined, they make up an Act that provides a legal framework to protect the rights of individuals and advance equality of opportunity for all. The Act protects individuals from unfair treatment and promotes a fair and more equal society.

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European Technical Standards www.en-standard.eu Standards related to public playground environments, playground equipment and surfacing: • EN 1176-1 - Part 1: General safety requirements and test methods • EN 1176-2 - Part 2: Additional specific safety requirements and test methods for swings • EN 1176-3 - Part 3: Additional specific safety requirements and test methods for slides • EN 1176-4 - Part 4: Additional specific safety requirements and test methods for cableways • EN 1176-5 - Part 5: Additional specific safety requirements and test methods for carousels • EN 1176-6 - Part 6: Additional specific safety requirements and test methods for rocking equipment • EN 1176-7 - Part 7: Guidance on installation, inspection, maintenance and operation • EN 1176-10 - Part 10: Additional specific safety requirements and test methods for fully enclosed play equipment • EN 1176-11 - Part 11: Additional specific safety requirements and test methods for spatial network • EN 1177 Impact attenuating playground surfacing - Methods of test for determination of impact attenuation Playground equipment accessible for all children (2013) BSI Standards Publication. PD CEN/TR 16467:2013 - www.shop.bsigroup.com This technical report considers challenge and risk, play for all, equipment and types of play regarding creating places where children of all abilities can play together. The technical Report does not6 focus on ‘impairment specific’ issues but hopes to help identify obstacles to play for any child who might wish to access the play space and think about whys to circumvent them. It is also intended to highlight any conflict between the accessibility issue and the requirements of EN 1176.

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3. Resources National organisations for play The national organisations for play across the UK provide advice and guidance about all aspects of children’s play and space for play. Each has a wide range of resources and toolkits to download.

Play Scotland - www.playscotland.org Play England - www.playengland.org.uk PlayBoard NI - www.playboard.org Play Wales - www.playwales.org.uk INCLUSIVE DESIGN Centre for Excellence in Universal Design - http://universaldesign.ie The Centre for Excellence in Universal Design (CEUD) was established in Ireland in 2007 The Centre is dedicated to the principle of universal access, enabling people to participate in a society that takes account of human difference and to interact with their environment to the best of their ability.

The website has a range of information to download.

IDEA Center - http://idea.ap.buffalo.edu/ IDEA is dedicated to making environments and products more usable, safer and healthier in response to the needs of an increasingly diverse population.

Inclusive Design Hub - http://inclusivedesign.scot An online information resource that aims to improve awareness and encourage the take-up of inclusive design. An inclusive approach to design ensures that buildings are accessible to as many people as possible. Inclusive design is not just relevant to buildings; it also applies throughout any internal or external environment, wherever people go about everyday activities.

Natural Learning Initiative - www.naturalearning.org The Natural Learning Initiative (NLI), founded in 2000 with the purpose of promoting the importance of the natural environment in the daily experience of all children, through environmental design, action research, education, and dissemination of information, is a research and professional development unit at the College of Design, NC State University, Raleigh, NC, USA. The Sensory Trust - www.sensorytrust.org.uk The Sensory Trust is a leading authority on inclusive and sensory design. It uses nature and the outdoors to improve the health and wellbeing of people living with disability and health issues, their families and carers. Online resources, advice and information covers many aspects of designing for inclusion.

51 Examples of groups supporting inclusive play spaces around the world KaBOOM! (USA) - www.kaboom.org Play Unlimited (USA) - www.unlimitedplay.org Playground Ideas (international) - www.playgroundideas.org Playright Children’s Play Association (Hong Kong) - www.playright.org.hk/en Touched by Olivia (Australia) - wwwtouchedbyolivia.com.au KIDS - www.kids.org.uk KIDS is a national charity providing a wide range of support services to disabled children, young people and their families. KIDS’ Adventure playgrounds provide an opportunity for stimulating and inclusive play. Playgrounds offer an accessible green space within an urban environment, where children can freely choose their play in a setting which supports their requirements.

PLAY SAFETY Play Safety Forum - www.playsafetyforum.wordpress.com The Play Safety Forum, formed in 1993, exists to consider and promote the wellbeing of children and young people through ensuring a balance between safety, risk and challenge in respect of play and leisure provision. .

RoSPA Play Safety - www.rospa.com/play-safety Royal Society for the prevention of Accidents (RoSPA)Play Safety provides training on playground management and the safety of indoor and outdoor play areas. It provides playground inspections for public and commercial play areas and a wide range of additional play-related services. Online resources, advice and information cover many aspects of playground safety.

Changing Places - www.changing-places.org The Changing Places Consortium launched its campaign in 2006 on behalf of the over 1/4 of a million people who cannot use standard accessible toilets. This includes people with profound and multiple learning disabilities, motor neurone disease, multiple sclerosis, cerebral palsy, as well as older people. Changing Places have more space and the right equipment, including a height adjustable changing bench and a hoist. Comprehensive advice is available on the website.

Inclusive Communication - www.gov.uk/government/publications/inclusive-communication Guidance on how to produce communications that include, accurately portray, and are accessible to disabled people.

The Association of Play Industries (API) - www.api-play.org The lead trade association for the UK play sector. Its member companies are the UK’s providers of outdoor playground equipment; indoor play equipment and safety surfacing for schools, local authorities, parish councils, leisure attractions, holiday parks, housing developments, hospitality venues and commercial enterprises.

The Landscape Institute - www.landscapeinstitute.org The Landscape Institute (LI) is the chartered body for the landscape profession. It is an educational charity that promotes the art and science of landscape practice. The LI’s aim, through the work of its members is to protect, conserve and enhance the natural and built environment for the public benefit.

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4. Glossary ACCESSIBLE ROUTE This refers to the route within the boundary of the site which provides access from public transport stops, accessible parking, accessible pick up/drop off zones, and public streets or sidewalks to the play activity.

The accessible route shall, to the maximum extent feasible, coincide with the route for the general public.

AUTISM SPECTRUM DISORDER Autism, part of a group of disorders known as autism spectrum disorders (ASD), is a complex neurobiological disorder that typically lasts throughout a person’s lifetime. The disorder is characterised by varying degrees of impairment in communication skills and social abilities, and repetitive behaviours.

CEREBRAL PALSY (CP) A blanket term commonly described by loss or impairment of motor function. It is caused by brain damage which typically occurs before birth, during birth, or immediately after.

CP affects body movement, muscle control, muscle coordination, muscle tone, reflex, posture and balance. It can also impact fine and gross motor skills.

COCHLEAR IMPLANT This is a surgically implanted electronic device that provides a sense of sound to a person who is profoundly deaf or severely hard of hearing. Cochlear implants are sometimes referred to as a ’bionic’ ear.

CROSS SLOPE The slope that is perpendicular to the direction of travel.

DOWN’S SYNDROME Down’s syndrome is caused by the presence of an extra chromosome in a baby’s cells. About 750 babies with Down’s syndrome are born in the UK each year. All children with Down’s syndrome have some degree of learning disability and delayed development, but this varies widely between individual children.

Children with Down’s may be slower to learn skills like sitting, standing, walking, and talking.

FLUSH TRANSITION The relationship between two sections of flooring materials.

‘Flush’ means there should be no height difference between the two sections. In reality, there will be a difference and it may be measurable. Acceptability can be defined by quantifying what this difference should not exceed. Smaller wheels on mobility aids will have more problems than larger wheels when moving across a non-flush transition.

INCLUSIVE The ability to include everyone, regardless of physical or psychological situation.

INCLUSIVE PLAY SPACE An incluswive play space aims to create enjoyable and challenging play opportunities for all children. Inclusive play spaces ensure: • accessibility to and within the play space • opportunities for children to actively engage in play in their own way • plenty of variation and choices to provide high play value.

It isn’t possible for every child to access everything in the play space in the same way. Inclusive play spaces are, however, places where disabled and nondisabled children can play together.

53 LEARNING DISABILITIES A learning disability affects the way a person learns new things in any area of life. A learning disability affects the way a person understands information and how they communicate. Around 1.5m people in the UK have a learning disability. This means they can have difficulty: understanding new or complex information, learning new skills, coping independently. A learning disability can be mild, moderate or severe.

LOCOMOTOR SKILL Motor skills in which the feet move the body from one place to another.

They are (roughly in order of how children learn them): walking, running, hopping, jumping, skipping, galloping, sliding (a sideways gallop), leaping.

MOBILITY AIDS A mobility aid is an aid such as a wheelchair, a transfer chair (also called a convertible or stretcher chair), a sling lift, a sit-tostand lift, walking frame or crutches, designed to aid individuals with mobility impairments.

They can be powered or manually operated.

MOTOR PLANNING Motor planning is the ability of the brain to conceive, organize, and carry out a sequence of unfamiliar actions.

In the play space this includes walking, climbing, running and/or any unfamiliar activities that do not have consistent, predictable steps to follow or outcomes.

PERCEPTUAL MOTOR SKILLS The muscles cannot work in isolation. They are in constant contact with the brain and visual sensory system to ensure the action is doing what is

required. Gross motor skill requires controlled movement of most, if not all, of the body to perform a task. Fine motor skill is the ability to manipulate small and delicate objects. Children develop most of their gross motor skills, such as moving arms and legs, before accomplishing fine motor skills like writing. Both are essential to the growth and development of children.

PERIMETER BOUNDARY When used in connection with inclusive play, this is a fence or wall with a limited number of openings..

PLAY Play is behaviour or activities that are initiated, controlled and structured by children themselves. Play can provide fun, challenge and a sense of satisfaction. Through play children explore the world, make friends and stay active and healthy. Playing has no other goals besides playing however play for its own sake supports all aspects of a child’s health, development and well-being. Play is a right for all children enshrined in international conventions such as the United Nations Convention on the Rights of the Child and the United Nations Convention on the Rights of Persons with Disabilities.

PLAY VALUE The term ‘play value’ is used to describe the value an environment, object or piece of equipment brings to children’s experience of play. High play value indicates children can play in many different ways, expand or elaborate on their own ideas and actions. A cardboard box can be said to have high play value as children can use it as a den, a car, to hide in, to jump off, a goal, a hurdle etc.

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54 PROPRIOCEPTIVE SYSTEM The proprioceptive system consists of sensory information caused by contraction and stretching of muscles and by bending, straightening, pulling and compression of the joints between the bones. Because there are so many muscles and joints in the body, the proprioceptive system is always at work. Most proprioceptive input is processed in areas of the brain that do not produce conscious awareness.

Without good automatic responses, such things as eye-hand coordination are very difficult.

RUNNING SLOPE The slope that is parallel to the direction of travel.

SENSORY PROCESSING DISORDER(SPD) Formerly known as “sensory integration dysfunction,” SPD is a condition that exists when sensory signals don’t get organised into appropriate responses. A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing everyday tasks.

SPATIAL AWARENESS A well thought-out awareness of things in the space around us. It also deals with the awareness of our body’s position in space. Without having spatial awareness, we would not be able to turn the page of a book or drink from a cup. Enhanced spatial awareness plays a crucial role in sports and games.

SPINA BIFIDA Spina bifida is when a baby’s spine and spinal cord don’t develop properly in the womb, causing a gap in the spine. Many children with spina bifida use a wheelchair but may also walk with support. They usually have use of their upper body. Most people with spina bifida have normal intelligence, but some have learning difficulties. Differences in brain development in spina bifida can affect thinking, learning and behaviour (cognition).

SOCIAL MODEL OF DISABILITY The social model of disability understand disability as arising from the barriers faced by people with impairments. These barriers may be physical, organisational or social and attitudinal.

Many individuals have physical or sensory impairments or learning difficulties or are living with mental health needs. It is not the individual’s impairment which creates disability but the way in which society responds to these impairments.

TRANSFER SYSTEM Transfer systems are a means of accessing play structures.

Transfer systems generally include a transfer platform and a series of transfer steps.

Children who use wheelchairs or other mobility aids transfer from their wheelchair or mobility aids onto the transfer platform and lift themselves up or down the transfer steps and scoot along the decks or platforms to access elevated play components.

UNIVERSAL DESIGN Universal Design is the design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialised design.

The aim of Universal Design is to provide the same or equivalent experiences and activities, but it is accepted that these may have to be provided in different ways for different people.

On a play area it’s unlikely that all children will be able to use every feature in the same way (and they don’t usually choose to) but overall children should be able to fully engage in playing in a welcoming environment.

USE ZONE The surface under and around a piece of equipment onto which a child falling from or exiting from the equipment would be expected to land.

VESTIBULAR SYSTEM The vestibular system is the sensory system that responds to the position of the head in relation to gravity and accelerated or decelerated movement. There are two types of vestibular receptors in the inner ear in a structure called the labyrinth.

One type of receptor responds to the force of gravity. The other type of receptor is in the semi-circular canals in the ear. These canals are responsible for our sense of movement.

The vestibular system is a unifying system.

All other types of sensation are processed in reference to this basic vestibular information.

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5. Working Group and Reviewers Members of The Original US Inclusive Play Working Group JC Boushh Cindy Burkhour Jim Dziatkowicz Carrie Fannin Blake Hobson Christopher Joseph Mara Kaplan Reviewers Lynn A. Barnett Norman K. Booth, Cathy DeLeon, Teresa (Teri) B. Hendy, Rebecca Ho Carol A. Krawczyk Laurie Renke Ben Richards Fiona RobbĂŠ 2018 UK version Theresa Casey David Whittle Andrew Yates

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Inclusive Play Design Guide

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