Children with disability are often excluded from playing at playgrounds due to design limitations. Of course, one solution includes building playgrounds using a universal design approach. However, playgrounds with universal design features are not enough to make an inclusive space.
Universally designed playspaces bring play into the lives of families with disabilities. They also provide opportunities to champion disability advocacy, and support disabled children in developing critical social skills. However, additional work and resources are needed to achieve full social inclusivity.
Findings from a Canadian study can help guide designs of future playgrounds and other community spaces to improve inclusivity for everyone.
This paper begins with the playground experience and universal design and then applies this to other public spaces.
The title of the article is, Understanding the experiences of parents of disabled and non-disabled children at playgrounds designed for disability inclusion. There is no free access to this publication in Disability and Society. However, you can request full access from ResearchGate.
From the abstract
This study explores the experiences of parents of disabled and non-disabled children at playgrounds inspired by Principles of Universal Design. Participants were 29 parents (16 with disabled children). They were located across four Canadian cities with newly built inclusively designed playgrounds.
Three themes were identified which provide deeper understandings of ableism in community playspaces and the impact on children and their families. 1. Inclusive playgrounds also act as a platform for disability advocacy. 2. They provide opportunities for social and emotional development. 3. Inclusive play may influence family dynamics.
Findings highlight the value of universal design, but indicate that physical environments alone do not ensure social inclusion, as social barriers can continue to exist even in spaces purposefully designed for disability inclusion.
Inclusive play and learning
A short paper on moving from disability specific play spaces to inclusive play supports the previous article. The title of this paper is, From Accommodation to Inclusive Play: A Culturally Sustaining Design to Play and Learning. The focus is on learning and how children communicate in their own way.
From the abstract
This project moves beyond accommodation for individuals with disabilities toward
true inclusion in learning spaces. We collaborated with a community organization and public school district for the project. We employed participatory design to transform playgrounds into inclusive computational thinking environments for kindergarteners. Centering the experience of learners with disability was the focus.
These vignettes highlight how culturally sustaining design can empower marginalized communities, extend design paradigms, and create equitable educational environments that serve all children through inclusive play