2019 HAGS Designing for Inclusion

ISSUE A (EMEA) 01.10.18

Inclusive Play

Designing for Inclusion

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Designing for Inclusion Every impairment or condition has a spectrum, which means two people with the same diagnosis may have different needs. The following content therefore contains some generalisations.

Note: The social model of disability understands that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled people.

Remember that every child has strengths, weaknesses, likes and dislikes. Ask questions. Find out what the children of members of your committee or community like and need, and what they look for in a playground.

Included are some of the most common impairments or conditions for school-age children. In each section is: • a brief information of the impairment or condition • a list of goals from the Inclusive Play Design Guide™ that should be considered • a suggestion list of playground equipment that might be especially beneficial for children with the impairment or condition.

Note: Intellectual disabilities and epilepsy are very common. However, it is very difficult to select specific pieces that are appropriate.

Therefore, only definitions, goals, and resources are provided.

The Inclusive Play Design Guide has been developed by a group of playground and child development experts as a resource to help create great outdoor play environments for everyone.

The Inclusive Play Design Guide offers a set of strategies and solutions to the challenges that face communities in their journey to inclusive play.

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Autism/Sensory Processing Disorder Autism is a lifelong, developmental disability that affects how a person communicates with and relates to other people, and how they experience the world around them.

People on the autism spectrum are likely to either seek or avoid sensory experiences.

Children with autism and/or sensory processing disorder (SPD) may have trouble with balance and knowing where their body is in space.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for children with autism and SPD: LA-2 Entry and Orientation LA-4 Perimeters and Boundaries LA-5 Orientation Path LA-6 Zones LA-7 Colour as a Safety and Wayfinding Tool AC-1 Surfacing AC-5 Width of Route SE-2 Adjoining or Co-located SE-4 Colour of Play Equipment SE-5 Multiple Levels of Challenge SE-6 Coolest Play Activity SU-2 Toilets and changing facilities SU-7 Shade SU-9 Service and Assistance Animals SU-13 Introduction to the Play Space PV-1 Spinning PV-3 Rocking PV-4 Swinging PV-5 Climbing, Crawling PV-6 Balance PV-7 Jumping PV-10 Tactile PV-11 Auditory PV 13 Interaction with Natural Features PV-14 Cosy Spaces PV-15 Cooperative Play PV-16 Social Interaction

In light of this, recommend a lot of sensory equipment, including vestibular and proprioceptive (see PHYSICAL section in the “Play Value” section of Inclusive Play Design Guide™ and Glossary) and balancing activities.

Also include activities that encourage cooperation and socialisation.

We suggest the following pieces: • • • • • • • • • • • • • • • • • • • • • •

Cozy Cocoon A playhouse such as: Altebo Bravo Swing Seat Mirage Swing Seat Dragonfly See Saw Mirage Revolution Rota Roka SpinR Titan Concerto Agito Structure Trampoline Flipper Zingo Play Table Sandy Play Sand Pit such as Danny Ania Holly Mobilus Orbit Viper Unity Dome

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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).

As a result, recommend activities that enable a child to develop their upper body strength, spatial awareness, balance and fine motor skills while playing and socialising.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for spina bifida: LA-6 Zones AC-1 Surfacing AC-2 Reach Ranges AC-3 Transfer Platforms AC-4 Transfer Steps AC-5 Width of Routes AC-6 Play Surface Slopes AC-7 Flush Transitions SE-1 Elevated Play SE-2 Adjoining or Co-located SE-3 Resting Point Near a Slide SE-5 Multiple Levels of Challenge SE-6 Coolest Play Activity SU-2 Toilets and changing facilities SU-9 Service and Assistance Animals PV-5 Climbing and Crawling PV-6 Balancing PV-9 Movement Experienced from a Wheelchair PV-10 Tactile PV-11 Auditory

PV 13 Interaction with Natural Features PV 15 Cooperative Play PV 16 Social Interaction PV-8 Walking, Running, Rolling PV-18 Loose Parts

We suggest the following pieces: • • • • • • • • • • • • • • • • • • • • • • •

Arc Awa Buridos Duo Gemina Eptix Hand Bike Inclusive Inclusive Senior Bundle Levander Power Pull Inclusive Power Push Inclusive Sandpit such as Danny Spinmee Inclusive Roundabout Unity Dome Vagabond Wax On Wax Off Inclusive Zingo Play Table Youth Arena Bravo Swing Seat Cozy Cocoon Mirage Revolution Rota Roka SpinR Titan (with combination of seats, including Mirage) • Vibes

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Cerebral Palsy Cerebral Palsy is a condition that affects muscle control and movement. It’s usually caused by an injury to the brain before, during or after birth.

Some people may have associated conditions, while others may not. These can include: learning difficulty (although children with CP cover the same range of intelligence as other children); epilepsy (affects up to a third of children with CP); hearing impairment (only 8% of children); communication difficulties; problems with toileting; behaviour issues (affects one in four children with CP).

CP affects a person’s muscles and their ability to control them. Sometimes the muscles contract too much, too little, or all at the same time.

Impairment can differ from one individual to the next affecting arms, legs and the face, one limb, several, or all.

Balance, posture and coordination can also be affected by CP. For some this makes tasks such as sitting, standing, rolling, or walking difficult.

Others have difficulty grasping objects. Many children with CP use mobility aids.

Considering this, recommend equipment that has the most support. Include sensory and social activities as well as those that promote communication skills The following intents from the Inclusive Play Design Guide™ are particularly appropriate for children with cerebral palsy: LA-6 Zones AC-1 Unitary Surfacing AC-2 Reach Ranges AC-3 Transfer Platforms AC-4 Transfer Steps AC-5 Width of Routes AC-6 Play Surface Slopes

AC-7 Flush Transitions SE-1 Elevated Play SE-2 Adjoining or Co-located SE-3 Resting Point Near a Slide SE-6 Multiple Levels of Challenge SE-7 Coolest Play Activity SU-2 Toilets and changing facilities SU-7 Shade SU-9 Service and Assistance Animals PV-1 Spinning PV-3 Rocking PV-4 Swinging PV-5 Climbing and Crawling PV-6 Balancing PV-9 Movement Experienced from a Wheelchair We suggest the following pieces: • • • • • • • • • • • • • • • • • •

Arc Awa Buridos Duo Gemina Eptix Levander Sandpit such as Danny Spinmee Inclusive Roundabout Unity Dome Vagabond Zingo Play Table Youth Arena Bravo Swing Seat Cozy Cocoon Mirage Revolution Rota Roka SpinR Titan (with combination of seats, including Mirage) • Vibes • Mirage Swing Seat • Dragonfly See Saw

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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.

They will develop these skills eventually, it just takes more time. Around 1 in every 10 children with Down’s also have other conditions, such as autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD).

There are some conditions more common in people with Down’s syndrome. These include: problems with the heart and bowel, difficulties with hearing and vision, a higher risk of infections.

Recommend equipment that will provide a good physical, sensory and cooperative opportunities. You may want to lower some of the upper body pieces so that they are easily reachable. Level activities are good. Supportive equipment will be important because of low muscle tone.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for Down’s Syndrome: LA-6 Zones AC-2 Reach Ranges SE-1 Elevated Play SE-2 Adjoining or Co-located SE-6 Multiple Levels of Challenge SU-2 Toilets and changing facilities

SU-7 Shade PV-2 Sliding PV-5 Climbing and Crawling PV-6 Balancing PV-15 Cooperative Play PV-16 Social Interaction PV-17 Imaginative Play PV-18 Loose Parts

We suggest the following pieces: • • • • • • • • • • • • • • • • •

Any Slide Any pretend play piece Youth Arena Bravo Swing Seat Mirage Swing Seat Arc Unity Dome Zingo Play Table Rota Roka SpinR Dragonfly See Saw Uni Play Adantas Uni Play Buridos Mirage Revolution Titan Concerto Any Sand and Water Play

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Attention Deficit/Hyperactivity Disorder Children who have attention deficit/ hyperactivity disorder (ADHD) are distracted by images, sounds, and an overactive mind. Focus on one task or activity is difficult for these children.

They often start running almost as soon as they learn to walk.

Children with ADHD have great difficulty sitting still, planning ahead, or participating in social situations appropriately. Listening skills are under developed. They are overly impulsive and don’t curb their automatic reactions. As a result they are more accident prone and difficult to manage.

We suggest the following pieces: • • • • • • • • • • • • • •

Youth Arena Hinderbana Norleg ARC NRG Steel Trail Play Playstructures Playhouses Bonnie Spring Toys Bronco PlayCubes Water Play Sand Play Trampolines Flipper

Children with ADHD tend to have big imaginations. Creative activities complement the ADHD child’s mind. Kids with ADHD experience milder symptoms if they play in outdoor settings such as open fields and parks.

Also, research shows that 30 minutes of exercise can help kids with ADHD focus and manage moods. Emphasize aerobic activities and pretend play as well as nature play.

Design the playground with a lot of open, green space.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for children with ADHD: LA-4 Perimeter Containment LA-6 Pods, Rooms, and Zones SE-1 Elevated Play SE-2 Contiguous or Co-located SE-6 Multiple Levels of Challenge LA-10 Landscaping PR-05 Climbing, Crawling and Strengthening PR-13 Interaction with Natural Features PR-17 Imaginative Play

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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.

Recommend sensory activities and activities that encourage cooperative and social play.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for children with learning disabilities: LA-6 Zones PV- -3 Rocking PV-4 Swinging PV-9 Movement experienced from a wheelchair PV-10 Tactile PV-11 Auditory PV-12 Visual PV-13 Interaction with Natural Features PV-14 Cosy Places PV-15 Cooperative Play PV-16 Social Interaction PV-17 Imaginative Play PV-18 Loose Parts SE-1 Elevated Play SE-2 Adjoining or Co-located SU-2 Toilets and changing facilities

We suggest the following pieces: • • • • • • • • • • • • • • • • • • • • •

Bravo Swing Seat Dragonfly Seesaw Gelia Basket Swing Mirage Revolution Rota Roka Agito Tano Mobilus Orbit, Roundabout Viper Arc Youth Arena Levander Blinky Spring Toy Cruise Line Any See Saw Gyro Nycco Ogrip Oldram Spinami Teeter Tunnel

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Visual Impairments Visual impairment is the consequence of a functional loss of vision, rather than the eye disorder itself.

Eye disorders which can lead to visual impairments can include retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, and infection. Visual impairments as used in an educational context for students are defined as follows: • Partially sighted indicates some type of visual problem has resulted in a need for special education.

• Low vision generally refers to a severe visual impairment, not necessarily limited to distance vision.

• Legally blind indicates that a person has less than 20/20 vision in the better eye or a very limited field of vision • Totally blind Visually impaired children, depending on other disabilities, may be able to play on the playground equipment with just a few supports, as described in the Inclusive Play Design Guide™. Children with visual impairment will especially enjoy sensory items—tactile, nature, and sound.

It is important when designing a playground for children with visual impairments to know that yellow is a color that can often be seen by those with low vision. Don’t use a dark color as a pattern in the surfacing as dark colors can be seen as holes. Use high contrast colors between the orientation path and the equipment. Avoid shiny and reflective surfaces. Use the most recent guidelines for sign visibility and provide alternatives to text either audible or tactile modes. When possible, use devices that trigger audible information when someone walks past it.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for children with visual impairments: LA-4 Perimeter Containment LA-5 Orientation Path LA-6 Pods, Rooms, and Zones LA-7 Color as a Safety and Wayfinding Tool AC-5 Width of Routes SE-2 Contiguous or Co-located SE-4 Color of Play Equipment SE-6 Multiple Levels of Challenge SU-9 Service Animals PR-10 Tactile PR-11 Auditory PR-12 Interaction with Natural Features SU-12 Signage Visibility We suggest the following pieces: • • • • • • • • • •

Arc Tongue Drum Panel Duo Gemina Any Sand and Water Play Glockenspiel Panel Holly Cozy Cocoon Concerto Unity Dome Swings

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Profound and Multiple Learning Disability A diagnosis of a profound and multiple learning disability (PMLD) is used when a child has more than one disability, with the most significant being a learning disability.

Many children diagnosed with PMLD will also have a sensory or physical disability, complex health needs or mental health difficulties.

Children with PMLD need a carer or carers to help them with most areas of everyday life, such as playing, eating, washing and going to the toilet.

Recommend sensory play.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for children with profound and multiple learning disability: LA-5 Orientation Path LA-8 Gathering spaces LA-10 Landscaping AC-2 Reach Ranges AC-5 Width of route PV- -3 Rocking PV-4 Swinging PV-9 Movement experienced from a wheelchair PV-10 Tactile PV-11 Auditory PV-12 Visual PV-13 Interaction with Natural Features PV-14 Cosy Places SE-1 Elevated Play SE-2 Adjoining or Co-located SU-2 Toilets and changing facilities SU-7 Shade SU-9 Service and assistance animals SU-13 Introduction to the playground SU-14 Public statement of inclusive play

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Epilepsy Epilepsy is a common condition that affects the brain and causes frequent seizures. Seizures are bursts of electrical activity in the brain that temporarily affect how it works.

They can cause a wide range of symptoms.

Epilepsy can start at any age, but usually starts either in childhood or in people over 60.

Seizures can affect people in different ways, depending on which part of the brain is involved.

Possible symptoms include: uncontrollable jerking and shaking – called a “fit”, losing awareness and staring blankly into space, becoming stiff, strange sensations – such as a “rising” feeling in the tummy, unusual smells or tastes, and a tingling feeling in your arms or legs, collapsing. Sometimes someone with epilepsy might pass out and not remember what happened.

The medication children take for epilepsy often affects their ability to sweat, therefore, shade and cooling devices become very important for these children.

The following intents from the Inclusive Play Design Guide™ are particularly appropriate for children with epilepsy: SU-9 Service Animals SU-7 Shade SU-8 Cooling Devices SU-10 Emergencies

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Designing for Inclusion

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