Hello,
I have been doing a bit of research recently into play areas and wanted to share some thoughts on how they can be made more inclusive, both by design and by functionality. Please read and enjoy the blog post and submit any comments if you have some.
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While it is a legal requirement under the Equality Act (formerly DDA) and the Public Sector Equality Duty to construct play spaces that are accessible to all, there is more that can be achieved out of making a local play space inclusive. This requirement does not mean that play equipment will be less enjoyable to use, but because everyone can be a recipient there is so much more potential from disability compliant apparatus. There should be emphasis in making each item of equipment inclusive, rather than just new contraptions. That action only serves to maintain the divide between those who can and cannot use the play area, and therefore presents the provider back to the source of the problem rather than creating means to avoid it.
The Inclusive Play Good Practice Briefing states that disabled children and young people have the right to play and be included in their communities. The provider has the upmost duty to evaluate opinions made by local children and young people who have self-defined as disabled, as well as their parents or guardians to ensure they have been consulted and can feel proud to be a part of the development process.
Inclusion in play areas does not just consider disabled people; as part of the Equality Act 2010 it extends to all groups that have/are currently experiencing or have experienced disadvantage in the provision and quality of open space and facilities. With this in mind, consulting local community groups is vital so their representation and democracy rights are met. This has numerous benefits for the provider and installer of play facilities as it is indicative of their effort to include all in their work.
Criteria
For any area it is most important to consider the main principles of inclusive design, notably:
Diversity and difference: Catering for differences of personality, disability and culture. Good consultation methods are crucial.
Ease of use: Superior access to and within sites.
Freedom of choice and access to mainstream activities: Surveillance and help when needed and to those most vulnerable.
Quality: Matching or exceeding minimum standards. Being creative yet realistic at the design stage.
(Source: Inclusive Design for Play, KIDS and Department for Education, formerly DCSF)
HOW CAN PLAY SPACES BE IMPROVED TOWARDS INCLUSION?
Suggestions for sensory improvement – Items that compliment inclusive play equipment
To accomplish an inclusive play environment it would be helpful to take into account that the senses are vital for many disabled children and young people to interact with an open space. The guide ‘Inclusive Design: The principles in Practice’ encourages planting as a method of permeability to highlight routes around the space. In addition to this, children and young people may gain a sense of pride and enjoyment at having vegetation that contributes to the vibrancy of the play area. Most people appreciate the natural environment and like to touch, smell and in some conditions taste the surroundings. Planting can go some way towards meeting Inclusive Design principles of diversity and difference, quality and legibility/predictability.
Another item to consider is the request for enclosed areas, although we have to be careful here for reasons of privacy and segregation. This can still be achieved in many parks and play areas through partial enclosure. Items to consider include:
- How much of the site is covered by vegetation, including grass and lawns?
- How can existing vegetation be tailored to be more inclusive?
- Is the site well enclosed or is there scope for improvement in this respect?
- How much surveillance will the site need?
- What is the distance from the play area to other important amenities?
- Are routes to the play space sufficient for wheelchair users and people with mobility conditions?
Fencing is another item. Too much can create major access problems for disabled children and their families. Too little can heighten the risk of roaming animals. How far do we go to enclose play areas? Do we separate them into sections or look at partial enclosure as mentioned? As full enclosure can be considered excessive by the public, as well as limiting internal access routes, it would be more appropriate to look at the latter option. Fencing should still be particularly strong on the periphery to create a distinction between leisure space and other zones (residential, commercial etc).
Suggestion 2: Play apparatus
Thought must be given towards the use of tactile surfaces when considering different options for new inclusive play equipment. Also to factor in could be the following questions:
- What is the topography of the site?
- What surfaces are currently used?
- In what state of repair are the current surfaces?
- What equipment do local children and young people want in a play area?
- Can the desired equipment be adjusted for the purpose of inclusion?
A common misconception is that for play equipment to be inclusive, it must be toned down and would therefore be less successful as a recreational space. This does not have to be the case – considering that many surfaces and colours can be used to enhance the sensory experience of a play area, inclusive play spaces can actually be a more creative and original example of a play area. This suggestion complies with all six principles of Inclusive Design.
What may determine the success of an inclusive play space?
A number of factors are instrumental in achieving a good, well used play area. Most obvious is the proximity of a school which has significant weight on the number of children and young people using the play area for recreation. This is particularly the case if there are pupils disclosing a disability who rely on amenities close by due to a mobility condition or sensory impairment. Other factors include the size of the population around the site, and whether the play space has potential for use from residents outside the immediate boundary.
While it is important to ensure that apparatus and approach to the site is inclusive, careful consideration needs to be made towards potential obstructions in the way of users on their journey to the site. This also ties in with managing risk, itself another major component in the creation of new and refurbished play areas. A thriving leisure space will serve disabled chilren and young people well if the infrastructure is sufficient – dropped pavements, effective lighting and up to date signage in alternative formats are just three examples of how this can be achieved. The Play England guide ‘Managing Risk in Play Provision’ used an example in Wolverhampton of successful signage that encouraged children to read about the site as well as use it. It also provided good information to parents in the event of safety being compromised at the play area. What could be expanded here are the use of Braille and more details of the inclusive equipment. This does not mean that instructions have to be provided for each individual piece of apparatus, instead it clarifies to the user that the play area has been designed with the needs of disabled children and young people in mind.
I hope you have found this blog post insightful and interesting, please subscribe to the blog if you wish!
Thanks for looking,
Chris