Bamboo playspace wins award
Category: Sport, Recreation & Arts
Quick tour of inclusive, creative and adventure play:
It’s not often a conference presentation slide deck becomes a mini training course. But Mary and Sally Jeavons achieved this at the inaugural Australian Universal Design Conference. The slides show lots of different examples of inclusive, creative and adventure play. It’s a quick tour of inclusive, creative and adventure play.
The title of the Jeavons presentation is, Designing Play Spaces for Inclusion: Devilish details that make a difference. This presentation focused on the design of parks and play spaces and their potential for intergenerational play, social interaction and community building. And, of course, for interaction with the natural world. As Mary Jeavons said, play equipment in a neatly fenced rubber space, cannot meet all of the play needs of today’s children and families. A very useful presentation using images that tell the story.
It is not easy to successfully include “un-designed” elements into playspaces. Plantings, sand, and large river pebbles need maintenance and resistance to local residents complaining about “mess”. There are also budget considerations. With increased urban density the need for adventure play becomes more important. All children have a right to use parks and open spaces. Time to move beyond the “plonk down” catalogue swing set and slide.
See other posts with more practical information and research on adventure play:
Athletics clubs can be inclusive
Australians love sport and embrace all athletes including para athletes. But how do they get a start if clubs don’t give them a go? The Hills Athletics Academy has found how to adjust its coaching program to suit individual athletes so that they can achieve their best. Athletics clubs can be inclusive.
A video featuring para-athlete Summer Giddings and her coach Matt Rawlings shows how it can be done. Matt makes this comment, “I just treated her like a normal person – which at the end of the day – she is a normal person.” He says the experience helps him as a coach as well. Summer says, “It’s not hard for clubs to be inclusive.”
There is another video in the series showing how football brings together people from different cultural backgrounds.
Come-In! Guidelines for Museums
Not all museums are grand institutions such as the British Museum. Volunteers run many small museums which rely on donations and entry fees. So, upgrading premises, exhibits and interpretive signage to be accessible to all poses challenges. But legal obligations require adjustments to provide accessibility. It also means that people with disability can join as volunteers more easily. The Come-In! Guidelines from Europe tackles some of the issues for small and medium-sized museums.
Come-in! Guidelines provide a practical way forward for small and medium-sized museums. It lays down some principles to guide processes and to meet legal obligations. Language, the “service chain” and staff training are the key aspects of the guidance.
The principles include:
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- Disabled people have a right to be included in all the activities of museums and galleries.
- Museums and galleries should engage in a dialogue with people with disabilities to find out what they need and wish, and how to deliver it.
- Identify barriers to access for people with disability and remove them
- Universal design principles should be the basis for inclusive practice in museums and galleries.
- Adopt inclusive practice to ensure disability issues are included in all areas of a museum or gallery’s activities.
- This process must be ongoing, long-term, achievable and sustainable. The museum’s policies and strategic planning should reflect inclusive practice.
Sport for inclusion – making it happen
Inclusion isn’t just about people with disability or impairments. It means everyone. Inclusion should also embrace the full diversity of being human. Refugees and migrants are a case in point. Sport is embedded in Australian culture, but it also has a common language. So sport is a good way to start the inclusion process. But where to begin? Some good ideas come by way of a new video series – Inclusion in Action.
The video below is from the perspective of participants, their coaches, and program organisers. It features the Mosaic Metros Futsal Club telling us the story of how they started and what they have achieved. One participants says how being part of the team makes him feel welcome. The team manager explains how members of an enthno-specific team can move onto integrating into other teams. He also says not to rush the process.
Inclusive art, tourism, sport and recreation report
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- occurs within an inclusive model framework
- works best if implemented as a whole-of-government initiative
- seeks to build healthy communities by providing opportunities for arts, tourism, sport and recreation being provided for all people.
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Captioning and Subtitles
What is the difference between captions and subtitles? This is a common question. Captioning can be done live as people speak, or it can be added to recorded video. Subtitles are translations from another language. What’s interesting is that most people can read captions and subtitles quite quickly.
The Australian Government has produced an interesting video showing how captioning is done. It is a behind the scenes look and captioners tell how they do it. You can see them at their desks in action. One point of interest is that programs made overseas often have captions, but they don’t always come with the program when a network buys it.
Intellectual property rights become problematic and in the end it is often quicker and cheaper to re-do the captions here in Australia. So that might account for why SBS is more likely to have uncaptioned programs than some other networks – unless they are subtitled of course. There is a second video showing how to turn captions on.
Subtitles
So how fast should subtitles be shown? It seems most of us can read subtitles more quickly than first thought. Recent research revealed that the golden standard of the six second rule doesn’t have any (traceable) evidence to back it up. Now that we know people watch audio-visual materials more frequently with subtitles and captions, this is an important topic – what is the optimum speed? A study from Europe found it isn’t one-size-fits all. They found that viewers can keep up with fast subtitles and that slow speeds can actually be annoying. However, future research needs to include a wider range of people with different levels of reading skill. The title of the paper is, Viewers can keep up with fast subtitles: Evidence from eye movements.
Editor’s Note: Some set-ups allow you to increase the speed of the video and still read the captions. I can get all the content of a ten minute video in five to seven minutes this way.
Inclusion as Choice in Museums and Galleries
Museums and galleries are starting to get the hang of being more inclusive so that more visitors can access their content. Co-designing with visitors rather than for them is an important step forward. Using imagined visitors or personas isn’t the same thing.
The outcome of Janice Rieger’s research on co-designing was that most participants wanted choice on how to engage with the work or exhibitions. She explains the research took a turn from inclusion as universal to inclusion as choice. For example, with audio descriptions, some wanted to sit and put headphones on to listen. Others wanted the audio descriptions to filter into the exhibition spaces. Some wanted to use their own devices.
Rieger’s article outlines her case study of Vis-ability: Artworks from the QUT Art Collection. The 12 co-designed outputs were:
– 3 Audio Description Pods
– Augmented Reality Simulation Goggles
– Simulation video of a museum visitor who is blind
– Tactile Model based upon Catherine Parker’s painting, Present portal, 2017.
– Soundscape based upon Catherine Parker’s painting, Present portal, 2017.
– Touch/Descriptive Tours
– Sensitivity Staff Training
– Co-designed Public Programs
– Curriculum and Workshops for High School Groups
– Inclusive Exhibition Catalogue (with audio links and a plain language summary)
The full title of the article is, Moving Beyond Visitor and Usability Studies: Co-designing Inclusion in Museums and Galleries. It is open access from Queensland University of Technology.
Abstract: Museums and galleries have made efforts to be more inclusive over the last ten years, primarily through the emphasis on visitor studies, however they continue to have issues with making their environments and content accessible. This research addresses these issues and presents an alternative approach to creating inclusion in museum and galleries through co-design. By using co- design methods to actively engage people with differing abilities, this study creates new trajectories for inclusion that address the full spectrum of need and choice, for all users of the museum and gallery. Moving beyond visitor studies, the research presents new methods and strategies for museums and galleries when designing for inclusion. This paper presents key findings from case study research undertaken through the Vis-ability exhibition in Australia, to propose alternative ways of creating inclusion in museums and galleries, and how co- design can deepen our understanding of design for all.
Canadian City Parks and Inclusion
The amount of space required for physical distancing due to COVID-19 highlights how valuable our public space is. An important point raised in the 2020 Canadian City Parks Report. Parks form a critical backbone of community infrastructure particularly in times of stress. However, not everyone feels welcome and respected in public space. There are systemic inequities related to race, class, gender, sexual orientation, and ability. So more parks and open streets aren’t the answer to these issues, particularly at this time of a pandemic.
The City Park Report can also be read as a guide with sections with five themes:
Each theme has an Overview, Data, and Stories. The report is based on 25,000 responses to the Park People‘s 2019 report.
The Inclusion section begins with the issue of homelessness and displacement. Not something usually thought of under this heading. However, they have some interesting responses to this issue from a parks perspective. People with disability get a separate sub-section. And, of course, as usual, this topic appears at the end of the report.
Nicely presented, but fiddly to access, back and forth for the different sections. The Executive Summary provides an overview of the report.
A separate study, Participatory planning for the future of accessible nature, extends the thinking in this report. Available from Tanfonline or request a copy of the paper on ResearchGate.
Adventure play and children with disability
Play is children’s “work”. They set themselves challenges and most like to take risks. It’s how they grow and develop. But not all children get the opportunity to participate in adventure play. Disadvantaged backgrounds and disability are just two reasons. Underestimating what a child can do can also be a barrier to inclusion. Good to see some work on adventure play and children with disability.
We are moving from a culture of controlled play to one of letting children explore through free play. Parents of children with disability are seeking more opportunities for their child to participate in these play experiences. However, most children with disability will need adult guidance or help, so care-givers need to be considered too.
A research paper from Italy promotes greater participation in risky play. The secret is to begin by involving children with disability in the design process. The paper covers the literature on play, benefits to health and development, and the right of all children to participate. Making the play space “accessible” is necessary but insufficient to make it inclusive.
The title of the article is, When the risk is worth it: The inclusion of children with disabilities in free risky play. It can also be found on ResearchGate and Academia.edu.