Category: Parks, open space, play spaces

There’s lots of different terminology covering the topic of inclusion and diversity, but they all generally mean the same thing. On one hand, the very nature of inclusion and diversity should allow for different ways of understanding the concepts. On the other hand, researchers who are seeking clarity on the topic find mixed terminology difficult to work with. A literature review of playspace guides is a case in point.

The United Nations and other international organisations use the term “universal design” but it’s not universally used. Many other organisations use inclusive design and accessible design. A research team in Ireland decided to look at playspace guidelines to find out more.

Playspace guides often use the term “universal design” but they don’t always mean the same thing. A scoping review found 27 guideline documents where 13 of them referred to universal design approach for inclusive playspaces. While they referred to a universal design, they used this term interchangeably with accessible design and inclusive design.

Playspace aims are the same

The 13 guidelines referring to universal design described the general aims as:

• Moving beyond minimum accessibility to maximise varied play opportunities and social integration
• Creating a space where everyone feels welcome
• Providing the same or equivalent experiences and activities
• Designing a space with accessible, inclusive routes and infrastructure, and relevant ground and elevated level activities.

Of the remaining fourteen guideline documents not referring explicitly to universal design, 10 utilised inclusive design in combination with accessible design. However, the explanations of inclusive design were the same as those for universal design. Two documents used accessible design exclusively, with a greater focus on children with disability.

The researchers found that less than half the guideline documents referred to the classic seven principles of universal design. Instead, they articulated their own principles. They lament that this is problematic claiming it adds further confusion about what an inclusive playground is or should be.

The researchers conclude that creating inclusive playgrounds likely needs a tailored version of universal design. Their conclusion suggests they believe there is one ‘correct’ way of applying universal design – that is, using the 7 principles. It also assumes that the principles of universal design have not evolved since their inception more than 25 years ago.

The title of the review is, “Designing public playgrounds for inclusion: a scoping review of grey literature guidelines for Universal Design. The extensive reference list is good for finding playspace guides from the English-speaking world. It includes well-known Australian guides, but not the landmark Everyone Can Play guide.

It seems really difficult to create inclusive playgrounds without making them sound as if they are special places for children with disability. That was one finding from research in Switzerland. A commonly shared perspective was that a playground is only inclusive if it has special equipment.

So moving from “all-abilities” to “inclusive” might not have taken us any further forward in designer attitudes. But we don’t need a special label – a playground is a place for people of all ages – for everyone.

Invisible barriers

The researchers found that lack of relevant policies and support from politicians was a key barrier. Participants felt that inclusion is not a policy priority when designing playgrounds. Consequently, funding to improve playgrounds was not forthcoming.

Despite years of global and international campaigning by disability groups, attitudes towards children with disability remain mixed. The classic claim is that there are so few children with disability in playgrounds (because you don’t see them). So why go to such lengths to make all playgrounds inclusive: “Because no child with a disability is coming anyway.”

Negative attitudes remain in the community leading to judgmental attitudes by parents of children without disability. Consequently, parents of children with disability did not feel welcome. So physical accessibility is only part of the story of inclusive playgrounds.

The title of the article is, Designing inclusive playgrounds in Switzerland: why is it so complex? Although the research is specific to Switzerland, the findings would apply in many settings. The researchers conclude that a universal design approach, which considers social inclusion, is the way forward.

The New South Wales Government is updating their very successful guide, Everyone Can Play.

Abstract

Playgrounds designed with the intention to be inclusive are one approach to creating equal opportunities for all children, including those with disabilities, in terms of their right to play. However, when building inclusive playgrounds, the focus is often limited to the physical environment.

Yet, studies investigating children’s play in inclusive playgrounds have shown that other aspects of inclusion, such as social inclusion, are equally as important as the physical environment. Nevertheless, there is a lack of knowledge about how inclusion is considered in the design of inclusive playgrounds.

Therefore, this study aimed to explore the design and use of inclusive playgrounds among people involved in the provision of inclusive playgrounds and advocates of children with disabilities from a Swiss context. Four focus groups were conducted with 26 participants involved in providing inclusive playgrounds or having a professional or personal relationship with children with disabilities.

Results revealed no uniform understanding of inclusive playgrounds. Barriers to inclusive playground provision included negative attitudes, lack of knowledge about
inclusion and the absence of policies for inclusion.

Through the focus group discussions, it was proposed that a community network is needed, to bring together children with disabilities and their families with playground providers when designing inclusive playgrounds. In this context, user involvement can inform the design of playgrounds and support the understanding of the needs of people with disabilities in playgrounds, among other things.

To enhance inclusion for children with disabilities on inclusive playgrounds, design approaches that consider social inclusion, like Universal Design, are proposed.

The South Australian Government has produced a practical guide making playspaces inclusive. Connection is a key element: Connect with place, Connect with each other, and Connect with self.

• Connect with place: A place without barriers that is easy for everyone to acces and enhances the existing environment.

• Connect with each other: Facilities and equipment that encourage everyone to interact and play with each other while feeling safe and welcome.

• Connect with self: An experience that help every individual activate their senses, stimulate their imagination and challenge their limits.

The process

The first step in the design process is checking that everyone can get there and access the place. The second step is to make sure everyone can easily find their way around. The third step is to remember access to the fun stuff – is the equipment accessible? Environmental factors such as shade, natural features and nearby accessible facilities conclude the list.

The guide continues with advice on community consultation, encouraging intergenerational activities, and thinking about amenity – seating, toilets, lighting and safety.

The guide touches on aspects of play such as considering the senses and challenging activities across ages and levels of capability. The document concludes with some checklists for the preceding elements. These cover access, landscaping elements, layout, safety and location.

The guide is easy to follow and shares some similarities with the NSW Government’s Everyone Can Play guide.

You can download the guide from the South Australian Government website.
The document was found in a literature review of universal design play guidelines. The review is titled, “Designing public playgrounds for inclusion: a scoping review of grey literature guidelines for Universal Design.

Getting people out and about relies on having places that are accessible and provide safety and comfort for everyone. Markets are one way to activate space and encourage people to get out and about. But they don’t happen by accident. The secret of a market place for everyone is that there is plenty to do and is accessible and inclusive for all.

Creating sociability in public space is often the most difficult aspect of placemaking. Markets are gathering places that can help the socialisation process. Research indicates that socialising is one of the main reasons people visit markets. 

Public markets provide economic opportunity, bring diverse groups together, promote public health, and activate space. More importantly, they encourage people to get out and about. 

 

 

Placemaking Europe’s Project for Public Spaces has seven principles for a successful market city. They are briefly listed below. 

Seven principles of market cities

1. Variety: A market city includes both food and non-food markets across a city-wide market system.

2. Collaboration: A market city collaborates with diverse partners and stakeholders. They include advocates for health, community services, not-for-profits as well as government agencies. 

3. Measurement: A market city measures the value of its markets especially for vulnerable neighbourhoods. The quality of physical access and facilities and the health impact. Analysing all aspects of social and economic outcomes helps to develop a city-wide market system. 

4. Resilience: A market city has facilities for storage, processing and distribution of food and goods produced in the region.

5. Excellence: A market city invests regularly in its facilities which includes maintaining existing structures. It also invests in well trained staff to operate the market system. 

6. Opportunity: A market city supports vendors to start a new business or expand an existing one.

7. Place: A Market City recognizes that its markets are public spaces that celebrate cultural heritage. Public spaces in and around markets are safe, accessible, attractive and inclusive.

The picture above shows a very crowed market place which some people find uncomfortable. Not everyone enjoys being with so many people being close together. To be inclusive, markets also need quiet spaces for resting, and facilities that support people with physical and sensory disabilities. 

The best way to achieve an inclusive market place is to begin with community consultation – the first step in all placemaking. 

Placemaking Europe has an extensive toolbox of placemaking guides and manuals and is worth browsing. The toolbox begins with three key elements; know your community is the first step.

 

Sensory gardens are usually associated with people who are blind or partially sighted. But this strategy is not inclusive – everyone should be able to enjoy the experience. Gardens that are fragrant, colourful, create sounds, are nice to touch, and good to taste are for everyone. Together with accessible amenities, sensory gardens can be inclusive rather than segregated.

COVID has raised the importance of trees and gardens for the health and wellbeing of city-dwellers. A study in Poland assessed sensory gardens in the context of urban forests. Trees in urban settings: street trees home garden trees, and trees in parks make an urban forest. The aim of the study was to show that sensory gardens are just one element of urban forests that everyone can enjoy.

The study assessed fifteen gardens and one sensory path. The sense of smell was given priority, but other amenities were lacking in these gardens. The authors concluded that a universal design approach would make these gardens more inclusive. 

The title of the article is, Recreation and Therapy in Urban Forests—The Potential Use of Sensory Garden Solutions.

Find out the basics of a sensory garden from Houz website – Please Touch and More: 5 Elements of a Sensory Garden. 

 

Play is often associated with children, but play is for everyone. We know that grandparents take their grandchildren to playspaces to spend time with them. But older adults use playspaces too – that is, if they include the right design elements. 

The Auckland Design Manual has a new resource – Designing Play Spaces for Older Adults. The nicely designed 10 page document has great pictures of older people enjoying themselves. The concept of universal design is translated into the adult playspace context:

• • • Safety
    • Be Active
    • Connect Me
    • Take Notice
    • Give

There is a new concept, “take notice”, which means being present, aware and mindful, all of which have mental health benefits. Parks are also places where people can volunteer so that brings in the concept of “give”. 

Auckland City Council’s research found that fear of being a victim of crime and fear of falling prevent park use by older adults. Consequently, recommendations for safety include:

• • • Ensure the environment is well maintained and well lit
    • Provide accessible parking, toilets and drinking fountains close to the play area 
    • Ensure paths, handrails, seating and signage follow universal design guidelines. Seating should have back and arm rests.
    • Position the play space so it is visible from surrounding buildings and well connected with short direct paths that are not steep
    • Allowance for a food truck or coffee cart to facilitate activity and increase passive surveillance
    • Consideration for pandemic safety with wide paths and sanitiser stations.

A nice addition to the Auckland Design Manual that has a section on universal design that leads to other sections. 

The Everyone Can Play guideline also promotes the concept of playspaces for all ages.