Cindy Burkhour, MA, CTRS, CLP
should we make ALL playgrounds accessible to kids with disabilities?
It's the right thing to do!
... And, by the way, it's the law!
is important to the social and physical development of all children.
Kids with disabilities have the same desires and needs to climb,
rock, swing, slide, pretend, socialize, balance, build strength,
test their abilities, spin, dig, splash, and have fun, just like
kids who don't have disabilities. When kids with and without disabilities
play together they learn to appreciate each others "abilities" and
similarities. And just think about the impact on our world when
these kids are the grown-ups in charge of life! How different our
schools, neighborhoods, workplaces, and communities will be when
each person is viewed as a unique individual and valued for what
they can do. Inclusion in play activities today improves the quality
of life for the child, their family, the community and other children
who don't have disabilities.
But, kids are not the only benefactors of accessible design in
play areas. Parents who have disabilities need to be able to move
around the playground in order to support and interact with their
children as they play. Accessible routes in and around the play
area also help parents without disabilities, particularly those
who are pushing younger siblings in strollers. Accessible routes
even make it easier for grandma's and grandpa's to get around the
playground to support and play with their grandchildren. Good universal
design is a benefit to many different grown-ups and kids alike!
|Accessible playground with sand surface.
kids with disabilities are included more and more in neighborhood
schools and are choosing to be included in community recreation
programs like summer playground programs, we need accessible play
areas in order to welcome and effectively serve ALL kids. Removing
the barriers to inclusive play on the playground will impact the
lives today and in the future of kids with and without disabilities.
do we do it? Plan for it up front!
design doesn't just happen by accident. It must be considered from
the very beginning of the process of planning a playground. Sometimes
it gets forgotten or ignored because maybe there aren't any kids
with disabilities at the school right now or that currently live
in the neighborhood. What people fail to consider is that at any
moment any child or parent may acquire a disability. No one is exempt
from joining this growing minority. Someday all of us will be affected
by disability in some way. Someone we love or care about will have
an accident that will leave them with a physical disability, or
a child will be born into our family with a condition that affects
their abilities to see or walk. Just because the need for accessibility
isn't evident to us right now doesn't mean there won't ever be a
need for playground access in the future.
reality is, there are already kids with disabilities and their families
in your community. Find out who they are and have a conversation
with them about what might work best for them. Ask them what would
make the playground useable and fun for them. You may be surprised
to learn that kids with disabilities and their families have very
similar expectations for play experiences to kids who don't have
disabilities and their families. Safe, challenging, social, physical,
imaginary, interactive, fun stuff to do!
Know the rules!
Americans with Disabilities Act (ADA) says all new and altered play
areas will be accessible to and usable by people with disabilities.
The ADA Accessibility Guidelines give the technical (what "it" will
look like, how big, wide, high, far...) and scoping (how many, when,
where...) provisions to make play areas accessible to and usable
by kids with disabilities. Get a copy, read them and keep them close
at hand as you move through the planning process to make sure you
don't forget what must be done to comply with the rule. Be able
to defend your ideas and designs within the parameters of these
requirements, be able to show how the playground will be accessible
to and useable by all kids. Go above and beyond the letter of the
law to truly meeting the spirit and intent of the rules by creating
fair and equitable opportunities for ALL kids.
a variety of fun things to play!
lots of different kinds of play components that give many options
and choices and a wide variety of comparable experiences. Remember,
some kids walk using assistive mobility devices like crutches, walkers
or canes and others use wheelchairs to get around. Some kids who
use wheelchairs can also walk, crawl, or scoot along when out of
their chairs and there are some kids who can't get out of there
chairs and move around without assistance from a grown-up or friend.
Some kids who use walkers, crutches or canes choose not to abandon
their assistive mobility device to crawl or scoot along on a play
structure where other kids are walking. Some kids who use wheelchairs
choose not to get out of their chair to crawl, drag or scoot along
where others walk or climb.
they don't have the strength or skills to move around unassisted,
sometimes the experience they are trying to get to isn't worth the
effort required to move around without assistance, and sometimes
it just may not be "cool" to be crawling around where everybody
else is walking and running around!
when you are picking play components look for activities that can
be "experienced" while using a wheelchair or assistive mobility
device. Pick things that kids can get to and do from a wheelchair.
Pick ways to move ALL kids from one area or level to another in
the same way maybe scootching through a crawl tube. Pick things
that are physical and things that are social, things kids can do
alone or with other kids. Choose opportunities to rock, spin, play
interactive games, swing, slide, make sounds and music, balance,
climb, dig, crawl, scoot, bounce... etc., etc. ..., you get the
idea, lots of fun stuff! Remember too that kids with disabilities
skills, interests, and preferences are as varied as any other kids.
Don't assume "they" can, can't, or "want" to do certain things simply
because they have a disability. Variety is encouraged to meet the
broad scope of kid's interests and abilities and is specifically
required for ground level play components. One of each type shall
be accessible. If there are three spring rockers, one game panel,
two swings, at least one rocker, one swing and the only game panel
will be accessible. Variety is the key to universal design of playgrounds
for ALL kids!
for play components that are user friendly.
just what makes a play component usable by kids with a variety of
skills and abilities you ask? Here are some things to consider when
you are trying to choose accessible activities.
Can kids get on it in different ways? Can they lay over or on
it? Scoot from a wheelchair over onto it from the side or the end?
Approach it from the end, straddle it and pull on to it? Can they
pull up along side of the seat and then stand, swivel, and sit on
it? Are there places or things to hang on to that would help a child
to transfer on or to stay on to rock? Is the seat space free of
obstructions like raised backs or sides that would get in the way
of transferring from a wheelchair onto the rocker? Is the seat or
sitting space large enough to support a child's body for stable
sitting? Can the rocker be used alone and with others? Is the accessible
rocker located near other rockers so kids have social interaction
opportunities? Is there accessible surface up to the getting on/off
space? And is there a route connected to the other accessible play
components? There are some fun rockers out there that encourage
cooperation and social interactions such as rockers with multiple
seats, large rocking platforms that one or many kids can be on all
at once and kids can sit, stand, kneel, or lay on the platform,
what ever works best for them. Look for rocking play components
that can be approached and used in a variety of ways.
Are there swings that go in different directions such as the typical
to and fro swing and tire type swings that are spinning and swinging?
Are there glider types of swings or bench swings where two or more
people can swing, maybe a parent and child with a disability, that
can't sit on their own, could sit and swing together. Are there
several seat options available? Are there the typical "fanny squeezers"
(you know the kind we grown-ups all love, right?) and are there
chair types with back support or net swings that give different
kinds of support? Is there accessible surfacing that extends under
the accessible swing seat making it possible for someone to approach
and transfer on to the swing seat and move the assistive device
out of the swings path? And is this accessible surfacing connected
to the route of travel that connects to the other accessible play
components at the playground? Look for variety in seating support
as well as single and multiple user options.
Kids like to slide on all kinds of slides. Can kids with disabilities
get to the getting on place ? Are there several different kinds
of the slides that are accessible, like short straight slides, high
spiral slides, tube slides, double slides, wavy or bumpy slides?
Do the accessible slides end in surfacing that is accessible and
that is connected to the accessible route? Are slide exits situated
on the structure to minimize the amount of space between the exit
and where a child's assistive device was left? Is there an accessible
route through the structure to reach the getting on point that kids
can access through transfer systems or directly by ramp? Kids like
to go up high and come down fast! Can ALL kids get to some kinds
of unique sliding experiences? Once again variety is the key.
There are several kinds of climbing play components that may be
easier to use by kids with some physical limitations just by the
way they are designed. Climbers that have a variety of grasping
places and foot placements to hang on to or place feet and other
body parts on to support the child's body weight as they climb up
or down are good choices like the cork screw type or rock climbing
wall type. Can kids get to the getting on and getting off place?
Is there accessible surfacing at the getting off place that connects
to the accessible route? Does the climber exit at a place that is
near to the place were a child left their assistive device? Climbers
are meant to be traversed either up or down, but remember there
is more than one way to interact with and use a climber. Some kids
may use it to pull up and stand from a wheelchair, they may guard
the exit in a chase game so kids can't climb down it, they may go
round and round the lower rim without ever leaving the ground.
... Other Play Experiences... Well, I think you get the idea
of the kinds of questions you can ask about how kids use a play
component that can guide us in our decisions to pick things that
can be used in a variety of ways, that offer a variety of experiences.
The over-riding theme here? VARIETY!
play components with accessible designs.
need to pick things that kids can approach use and exit independently.
To be accessible to and usable by kids with a variety of "abilities"
each accessible play component must meet a set of technical provisions
dictating design parameters for the key dimensions which are critical
of Play Components:
Things that are intended to be transferred on to in order to do
such as slides, spring rockers or swings must be at a transferable
height . The entry point or seat height must be a minimum of 11"
and 24" maximum above the required clear ground or floor space making
it easy for a child to get out of a wheelchair and onto the play
component. This play component must also have a means of support
for transfer such as hand holds or gripping surfaces to help a child
move onto the play component.
Manipulative and interactive features of accessible play components
must be within the reach ranges of kids using wheelchairs. The things
to manipulate, grasp, interact with need to be no higher (forward
reach or to the side reach) than 36" and no lower than 20" for kids
ages 2-5years old. On play components designed for use by kids ages
5 - 12 years old the reach range can be no higher (forward reach
or to the side reach) than 40" and no lower than 18". This most
often applies to game panels, sound walls, raised sand and/or water
tables, pretend play props like store fronts that have things for
kids to reach, touch, move or do with their hands. Kids need to
be able to reach all parts of the play components such as tic-tac-toe,
it's not accessible if the child can only reach the middle row of
tiles, and by the way it's no fun either!
Space and Clear or Ground Space:
Also, in order to be considered accessible, a play component must
have a maneuvering space (measuring 60"X60") and a clear floor or
ground space (measuring 30"X48") provided at the getting on point
and these spaces must be reachable from an accessible route. These
spaces are intended to give enough room for kids using wheelchairs
or other mobility assistive devices to approach and use the play
component and to provide space for a child to leave their mobility
device when they transfer onto a play component. These spaces are
required to be on the same level as the accessible play component.
In other words if the play component is approached used and exited
from the ground these spaces are on the ground.
spaces are required if a child can reach the elevated accessible
play component directly by ramp. If the accessible play component
is accessible by ramp and is approached, entered, or gotten on to
from an elevated deck the space must be on the deck at the getting
on spot. These spaces at each accessible play component allow room
for kids to move around, approach, play with or transfer onto the
play component and leave their wheelchair.
space is especially important where kids are getting out of their
wheelchair to go down the slide or crawl through a tube or go on
a climber or track ride. These spaces are not required when the
only way to get to an elevated, accessible play component is by
transfer system. This means kids have gotten out of their wheelchair
and left it on the ground level and have moved on to an elevated
play structure using a transfer system (a series of platforms and
steps) and moved (crawled, scootched, dragged, rolled...) to the
entry point of the accessible play component without their wheelchair.
Kids would be getting on to the accessible play component directly
from the deck.
Accessible play components must be connected to an accessible route
at both the entry and exit points. This is especially important
to understand when kids traverse the play component. For example
kids get on the slide from a deck on a play structure and get off
the slide on the ground. If the child gets to the top of the slide
by a ramp, transfers onto the slide leaving their chair on the deck
and slides down to the ground the end of the slide has to connect
to an accessible route so a child's wheelchair could be brought
to them. If the slide ends in the "sea of sand," there is no way
to get the child's walker or wheelchair to them.
the child can't get off the slide back into his chair, then that
sliding experience isn't really accessible to and usable by that
child is it? The accessible route must be 60" wide, relatively level
and free of obstacles that would get in the way of kids moving around
the play area with an assistive device such as a wheelchair, walker,
crutches, or canes. It must connect to all the accessible play components.
There is an exception where some elevated accessible play components
are allowed to be connected to the accessible route by a transfer
system on a composite play structure, but the transfer system must
be connected to the accessible route and the exit points on the
ground for accessible elevated play components must be connected
to the accessible route. This means that kids could transfer out
of their wheelchairs onto a transfer platform (24" wide/14" deep/11"-18"
high), scootch, crawl, climb... up transfer steps (24" wide/14"
deep/8" high) to elevated decks with accessible play components,
go down the slide, crawl through a tube, go down a climber, go across
a track ride, and end up on another deck or on the ground and this
exit point must be connected to an accessible route for that play
component to be considered accessible. Whoa! Confused? Here's the
trick if "it" (the play component) is accessible the kids have to
be able to get to "it"/ on "it" /through "it /off "it"/ and back
to where they got on it via an accessible route.
Oh, and by the way one more thing to address in relationship to
the accessible route, where ever that route goes into the use zone
(that's the danger area where kids might fall off play components)
the route surface has to be not only accessible (firm and stable)
but resilient to! Yup, that's right "cushy" so those "wild child"
kids who jump off the swings don't break there... what ever's. We
all want playgrounds to be safe for all kids and guess what there
are lots of ways to accomplish safe and accessible. Some are easier
to do than others and the cost is all over the map. Sometimes it
comes down to "pay me now or pay me latter" when we are making surfacing
decisions. Here are some of the issues you need to consider when
you are considering how best to safely and accessibly surface your
loose-fill materials just aren't accessible like sand and pea gravel
and sometimes they don't even make very good safety surfaces in
some environmental conditions. Other loose-fill materials like manufactured
wood fibers must be installed properly with the appropriate sub-surface
drainage system, geo-textile matting and compaction at installation
to create accessible surface characteristics. An established procedure
for ongoing maintenance to rake, roll, compact top surface material
to maintain transfer heights at component exits and under swings
where the loose fill material is kicked out of place or displaced
from landing on exit and annual replenishment of material that has
compacted or migrated out of the area are also required in order
for these types of materials to maintain accessible characteristics.
Loose-fill materials must also be contained by a border and this
boarder must have more than one opening to allow accessible routes
into the play area.
there is a combination of loose fill and unitary surfaces used care
must be taken to make sure there are not trip/tip hazards at the
transition point between the two surfaces and so there are not changes
of level greater than ˝" and where there are changes that the edges
are beveled. And the loose-fill material needs to be kept cleaned
off the unitary surface so it doesn't obstruct the accessible route.
are new products being developed to contain and cover "cushy stuff"
like recycled rubber to keep it in place and make it accessible
with a unitary top mat. These new products require little ongoing
up-keep and may last longer than loose-fills that aren't top-dressed
with an accessible covering because they are contained and can't
migrate or displace. Some of these products may be initially more
costly than loose-fill but less costly than unitary rubber surfaces.
then there are unitary manufactured rubber mats and poured-in-place
rubber surfacing materials that may be more costly up front but
require very little up-keep over time and may last longer. What
it comes down to is some surfacing alternatives cost more up front
but require little up-keep or maintenance and some cost less up
front but have higher costs attached for replacement and maintenance.
sometimes it comes down to a decision you need make whether to invest
the money now or latter. You need to consider what is going to work
best for you in your environment, with the staff you have to do
what needs to be done. But the most important question to consider
is how to make the most accessible choice for the kids you are going
to serve so everyone is safe and everyone can play!
out for... Oops...faux-paux's... and dah's!
they say they are "ADA approved..." don't go there! They obviously
don't know what they are talking about. There is no approval process
to endorse particular products. The ADA is a law that provides design
specifications that must be met or exceeded in order to ensure accessibility
to kids with disabilities.
"We don't have any of those kinds of kids..."
Don't go there either! Communities and schools that feel they don't
have to comply because they don't think they have any kids with
disabilities to include don't get it either. Statistically upwards
of 15% of the people in our communities have disabilities, in fact
the opening line of the ADA says there are 43 million Americans
with disabilities and that was ten years ago, in 1990, when the
law passed! And remember no one is exempt from acquiring a disability!
you believe it...
" If "they" tell you that you don't have to do anything yet
because the rule isn't final and therefore not enforceable- don't
you believe it! Even in the absence of the final rule to guide design
you are still under an obligation to make it accessible to and usable
by kids with disabilities. There have been several examples where
those settling complaints have made it clear that you are obligated
to use the most current information available to create accessibility
and that would be the proposed rule (which, by the way, is due to
become final momentarily!) Know one is exempt! Do it and do it well!
"It" is too costly just isn't true if you plan up front for access
and if you realize that the accessibility features make the whole
play environment easier to use by everyone, especially parents with
little ones in strollers, grandma's and grandpa's and parents who
mistakes to watch out for…
Empty wheelchairs without kids in them or kids in hospital issue/too
big wheelchairs on structures without ramps or ways the child could
have gotten there.
Ramps to platforms or decks with nothing to do and nowhere else
to go but back.
Raised loose-fill surface boarders with no accessible route into
the play area.
accessible surface shown at the exit points of play components where
kids have left an assistive device and traversed and gotten off
at a different location.
No connection from the getting off point to the accessible route
that would take the child back to an assistive device or allowing
for a friend or parent to bring the wheelchair or device to the
Accessible stuff to do only in the tot lot where it is lower and
can be reached by little kids or kids using wheelchairs (this is
unacceptable segregation by reach range limitations!)
what really makes a playground useable by a variety of kids?
to negotiate accessible routes throughout the entire play area including
a "to-on-through-off-back" loop from the exit points of activities
back to the transfer point where a wheelchair or assistive device
was left. Or better yet, safe and accessible surface everywhere
so ALL kids can go everywhere in the play area all the time!
|Accessible playground which provides options for
children to use while sitting in a wheelchair.
Lots of different options and choices to use while seated in a
wheelchair including interactive manipulatives, social play props,
individual and partner games, communication activities, music, sand
and water play, and activities using strength, flexibility, balance
and creativity . Play structures that are accessible by transfer
systems and ramps so that kids who choose not to or can't get out
of their wheelchairs can get to and do an equitable number and variety
of play opportunities. Many, many different, fun things to do that
ALL kids can use.
how can I tell?
analyze the big picture! Always ask the planner or designer defend
their designs! Here are some ideas to know what to look for in a
good play area design. Ask the designer or planner to show these
key components of playground accessibility.
there a do-able accessible route "to-on-through-off-back" each accessible
play component? If so, show it on the drawing or plan view.
Is there an equitable number and variety of experiences for all
kids? If so, show which one (or more) of each type of ground level
components is accessible and identify which elevated ones are accessible,
describe how they meet the criteria, and how kids get to them.
Identify the things to do for kids who can't, or choose not to,
get out of their wheelchair.
Identify the accessible activities that are physical and the ones
that are social and identify the equity of opportunities both elevated
and ground level.
Identify how the design of individual play components and there
placement in the layout of the structure meet the technical and
scoping provisions of the rule.
them to sign an agreement that they guarantee that they have complied
with the ADA and if found not to be that they will correct the problems.
these design standards to ensure the accessibility of all newly
constructed and altered playgrounds will be made final. But our
work as parents of children with disabilities and advocates doesn't
end there, it only begins. We need to work closely with manufacturers
and designers to help them create playgrounds that not only meet
the letter of the law but meet spirit and intent of the law to support
the inclusion of kids with disabilities. We need to help people
responsible for providing playgrounds learn to make accessibility
a primary consideration in the planning process and not an after
thought. We need to help others realize and believe it's the right
thing to do for ALL kids. We need to be pro-active by volunteering
on playground committees at our children's schools and at our community
parks. We can make a difference in the future. Ending segregation
on the playground will open the doors to social and recreation inclusion
for ALL kids!
For a copy of the Proposed Rule on Accessibility Guidelines for
Play Facilities contact the Access Board at (202) 272-5434 or visit
their website at www.access-board.gov
Burkhour, MA, CTRS, CLP has consulted with municipal, county, and
state agencies as well as school districts, private industries and
advocacy organizations throughout the country. She is the Chair
of the Leisure and Recreation Committee of TASH. She has also served
on the U.S. Access Board Regulatory Committees on Access to Play
Facilities and Access to Outdoor Developed Areas. She has written
several resource guides including "Access Recreation: Creating
Access to Community Recreation Opportunities for ALL Kids!" for
the Michigan Department of Natural Resources.
article was edited for the National Center on Physical Activity
and Disability, a collaborative project of the National Center on
Accessibility, the University of Illinois at Chicago and the Rehabilitation
Institute of Chicago. NCPAD is headquartered at the Department of
Disability and Human Development, University of Illinois at Chicago,1640
West Roosevelt Road, Chicago, IL 60608-6904. NCPAD is funded by
the Secondary Conditions Prevention Branch, Office on Disability
and Health, Centers for Disease Control and Prevention. www.ncpad.org
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