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SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 3
Contents
Play and Playground Magazine | Volume 15 No. 2 | Summer 2015
7
Features
Accessible vs. Inclusive
7
Defining the Differences By Mara Kaplan
An Interview with Peggy Greenwell
8
The Impact of the ADA on Playground Design
12
By Jay Beckwith
Universal Design and Social Equity in our Parks and Playgrounds
16
12
By Ingrid M. Kanics, OTR/L
20
How the Americans with Disabilities Act Has Changed the Landscape of Public Playgrounds By Jennifer K. Skulski
24
ADA Requirements for Playgrounds… Made Simple By John McGovern
30
16
Reference of Inclusion Organizations
DEPARTMENTS 5 23 28 29
CPSI Course Calendar PGPedia: Inclusive Play Who’s Talking About Inclusive Play? 4 Great Inclusive Parks
Cover photo: Children on Turn Across moveable trolley. Courtesy of Play & Park Structures.
4 PLAY AND PLAYGROUND MAGAZINE SUMMER 2015
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CPSI Course
Calendar July 14-16
Raleigh, NC
919-513-3937
August 4-6
Chicago Area, IL
708-588-2287
September 15-17
Westminister, CO
303-231-0943
16-18
Burlington, KY
859-334-2133
23-25
Leesburg, VA
804-730-9447
28-30
San Diego, CA
916-665-2777
28-30
Griffin, GA
770-760-1403
29-01
Dublin, OH
614-895-2222
October 5-7
Missoula, MT
406-552-6252
20-22
Midlothian, IL
708-588-2287
20-22
Saratoga Springs, NY
518-584-0321
21-23
Jackson, NJ
609-356-0480
November 2-4
Farmington, NM
505-599-1402
4-6
Lexington, SC
803-808-7753
4-6
North Salt Lake, UT
801-782-5512
10-12
North Kansas City, MO
573-636-3828
18-20
Largo, FL
850-878-3221
18-20
South Portland, ME
207-767-7650
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SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 5
Rita Watts - Editor Magazine Publisher Curtis Stoddard
Editor Rita Watts
Advertising Director Tate Schuldies
Design Jake Amen Printing Falls Printing
Accounting Evelyn Coolidge Webmaster Jake Amen
Contributing Authors Jay Beckwith Ingrid M. Kanics Mara Kaplan John McGovern Jennifer K. Skulski
Copyright, 2015 published by Playground Professionals, LLC, 4 issues per year, sub rates, back copies, foreign, reproduction prohibitions, all rights reserved, not responsible for content of ads and submitted materials, mail permits, printed by Falls Printing, Idaho Falls, ID.
Accessibility is more than just an issue I have a sister who relies on a wheelchair for her mobility due to multiple sclerosis. She lived with us for a few years and I quickly became aware of the reality of the accessibility issues that she faced every day. A memorable visit to a doctor’s office remains with me. There were no ramps at the time, and the office had two sets of doors to maneuver Courtesy of GameTime with little room to navigate through them. I was exasperated that a doctor’s office would be so difficult to enter! Thankfully, things have changed to make accessibility better in more situations. The Americans with Disabilities Act (ADA) has made great strides in 25 years, and accessibility is now in the forefront of design plans for buildings, of course, and also for recreation environments as well. There are several reasons why accessibility is such an important issue for playgrounds. First of all, it is the law; any new playgrounds built after March 15, 2012 are required to follow the ADA guidelines. Secondly, although the number of children who use mobility devices may seem to be a small percentage, those children still have the right to access play areas as much as others do. As someone recently pointed out to me, we wouldn’t have playgrounds that were restricted only to boys and not allow girls to play! Thirdly, with our increased number of wounded warriors who have mobility issues wanting to enjoy taking their children to the playground, accessibility is important to them as well. And our growing population of seniors also want to join their grandkids at the park. Accessibility is important! But when play for all is the main focus, accessibility alone doesn’t cut it! Inclusive play is another matter altogether! For play to be inclusive, children of all abilities need to be able to engage with one another in play. We can see how nature provides many natural elements that can be enjoyed by all. Sand, whether at the beach or in a sand box, makes for great fun; water, whether from a water hose in the backyard or a spray park, can be enjoyed by everyone. Just playing outdoors with the many objects to be found there suggest pretend play opportunities that can be inclusive. Now playground manufacturers are tasked with thinking “outside of the box” to make their equipment inclusive, not just accessible. Their equipment needs to invite children of all abilities to play together, to be enticing enough for all to get involved. There have been some exciting new pieces of equipment that have been introduced to the playground recently, and more are sure to come!
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6 PLAY AND PLAYGROUND MAGAZINE SUMMER 2015
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Accessible vs. Inclusive Defining the Differences
by Mara Kaplan
Courtesy of Playworld Systems
Twenty-five years ago, on July 10, 1990, President George Bush signed into law the Americans with Disabilities Act (ADA), a landmark legislation that extended civil rights protection to people with disabilities. The ADA prohibits discrimination on the basis of disability in employment, state and local government services, public transportation, public accommodations, commercial facilities, and telecommunications. ADA not only made curb cuts and wheelchair buses commonplace, it changed how playgrounds and parks are laid out and designed. Prior to ADA, there was no guarantee that a person using a wheelchair could get to a playground. ADA is now the law, and all new and renovated parks have an accessible path that leads to the playground. Nothing can be blocking that path so that a person who is blind can know they will not run into anything.
ADA Compliant Playgrounds ADA ushered in new play equipment. All structures (of a certain size) must have a transfer station. A transfer station is designed to enable a person using a wheelchair to transfer out of his chair on to the structure and then, if her arms are strong, she can scoot backwards to the slide and go down. The result of the transfer station is that there is an easy climbing challenge on almost every playground structure, ensuring that there is a range of challenge. The law also regulates how many play activities are up high and how many are at ground level, creating a market for ground level play equipment. For a long time after the main ADA law was passed, the regulations for playgrounds were just guidelines. Thus, communities started to use the term “ADA www.playgroundprofessionals.com/magazine
Compliant Playground” to tell people which playgrounds were built with these guidelines. In 2015, the ADA playground guidelines are law and must be followed in all new and renovated playgrounds making this term outdated.
Accessible Playgrounds
Equipment designers are redesigning equipment so that it meets the needs of anyone coming to the playground. The Unity Dome by Playworld Systems is an example. There are many different ways to climb to the top, some easier than others. Children are encouraged through a large opening (which is large enough for a child using a wheelchair to roll through) to play on the inside. The rope climber acts as a transfer station enabling a child, who uses a wheelchair and has a strong upper core, to transfer and climb to the top. On the outside, there are sensory panels for children who are seeking a tactile or auditory experience. In order for an inclusive playground to be successful, it needs to be accessible; however, an accessible playground is not always inclusive. The demand for inclusive playgrounds continues to grow and as a result there will be even more new pieces of inclusive playground equipment designed from which communities can choose.
Accessible playgrounds go beyond ADA to ensure that everyone can get to and through the playground. Accessibility is about travel, movement, and approach or entry. So a playground that is accessible is one that is easy for a person who uses a mobility device to maneuver to and around. The elementary school playground shown above is an example is an example of a typical accessible playground. There are ramps that enable a person using a wheelchair to get to the top of the structure. Along the route of the ramps, there are activities that are within the reach range of the person. One of the first accessible pieces of equipment that was created was a glider. The glider allows a person with a wheelchair to roll right on and then move the glider along with their friends.
Inclusive Playgrounds
Courtesy of Playworld Systems
ABOUT THE AUTHOR
An inclusive playground is one that has an aim to make it not only accessible, but to encourage and enable children to engage with one another. Ramps, in and of themselves, do not lead to engagement. When one looks at an accessible playground, it is obvious that it was designed with people with special needs in mind. When one looks at a well-designed inclusive playground, it is not as obvious. It is designed to meet the needs of children with a variety of abilities – children who use wheelchairs, have autism, or are typically developing.
Mara Kaplan is the driving force behind Let Kids Play, a consulting firm working to ensure that all children have excellent play opportunities. She is an educator, a parent of a child with disabilities, and an advocate for inclusive play. Mara is the editor of accessibleplayground.net and one of the authors of the Inclusive Play Design Guide. She founded an indoor playspace for children with and without disabilities and was its executive director for over 13 years. Mara has an elementary education degree from Indiana University in Bloomington, IN. She received her MBA, with a concentration in nonprofit management, from Boston University.
SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 7
An Interview with
Peggy Greenwell Peggy Greenwell has been an accessibility specialist with the US Architectural and Transportation Barriers Compliance Board (Access Board) since November 1992. Her responsibilities include providing technical assistance and training on the Americans with Disabilities Act Accessibility Guidelines (ADAAG) and the Uniform Federal Accessibility Standards (UFAS). She specializes in access issues related to recreation facilities and is coordinating the development of accessibility guidelines for facilities, such as sports facilities, amusement parks, play areas, golf facilities, swimming pools, boating and fishing facilities, and outdoor developed areas. Her work includes responsibility for the coordination of the Board’s recreation rulemaking and has included three federal advisory committees, two of which were regulatory negotiations.
PPM: The vast majority of accessible paths of travel on playgrounds are made with engineered wood fiber (EWF). The level of maintenance needed to ensure that these meet the standard for roll resistance, which most advocates feel is actually the minimum needed for access, seems to be lacking in many, if not most, locations. Is this a concern for you? PG: Yes. Playground operators and owners need to understand that any surface they choose, including engineered wood fiber, is specifically required by the standards to be “maintained.” The 2010 ADA Accessibility Standards (1008.2.6.1) specifically requires that ground surfaces be “inspected and maintained regularly and frequently to ensure continued compliance with the ASTM F 1951-99” (Standard Specification for Determination of Accessibility of Surface Systems Under and Around Playground Equipment). In addition, regulations implementing the ADA Standards also generally require the “maintenance of accessible features,” including playground surfacing. This requirement applies to all accessible elements and features. For example, where elevators provide access to upper floors in a facility, it is considered a violation if they were continually “out of service.” I suspect that proper maintenance will be a compliance issue. In 2013, the U.S. Department of Education’s Office for Civil Rights (OCR) received a complaint filed against a Florida school district concerning the accessibility of playground surfaces. The National Center on Accessibility (NCA) at Indiana University reported that: “According to the OCR resolution letter, the playgrounds were surfaced with wood fiber mulch and the playground owner had provided documentation of the accessibility of the surface system. However, upon visual inspection, OCR reported areas of the ground surface within the play area
8 PLAY AND PLAYGROUND MAGAZINE SUMMER 2015
that were lumped together, uneven, and not smooth for wheelchair access. Further, OCR found that because the ground surface did not appear to be regularly and frequently maintained, they were not in compliance with the 2010 ADA Standards, technical provision 1008.2.6.1.” Further information is available on NCA’s website - www.ncaonline.org/news/ news_doe_playground.shtml PPM: Peggy, some states, Illinois, California, and New Jersey just to name three, have at times considered prohibiting the use of engineered wood fiber as an accessible playground surface because of the difficulty in maintaining the surface. If properly installed EWF is not maintained, is it an accessible surface? PG: Any surface, including engineered wood fiber, which is not maintained, will most likely not be compliant over time and meet ASTM F 1951-99 standard. There have also been concerns about the use of “shredded rubber” surfacing. The ADA Standards do not specify which products or materials are compliant or non-compliant. Operators must choose a product that when installed and maintained properly will meet all applicable criteria in the ADA Standards, including referenced ASTM standards. I’d also like to remind people that the 2010 ADA Standards establish the minimum, not the optimum, necessary for accessibility. It is advisable to exceed the minimum specified in the Standards and provide a higher level of access at play areas and other types of facilities. PPM: Can you explain what type of maintenance needs to be done with EWF to keep it from getting out of compliance? PG: I would encourage playground operators and owners to make sure that www.playgroundprofessionals.com/magazine
they understand their responsibilities in complying with the ADA Standards. Purchasing and maintenance decisions will dramatically affect compliance with the standards and potential violations under the ADA when complaints are filed. All surfaces require maintenance to ensure they continue to be accessible and safe. According to the results of a longitudinal study on playground surfaces sponsored by the Access Board, sites with EWF were found to have the greatest number of deficiencies within 12 months of installation. Some of the deficiencies included excessive running slope, cross slope, and changes in level. There was also concern about the lack of proper installation of all playground surfacing examined in the study. The study, which was conducted by the National Center on Accessibility at Indiana University, is intended to inform playground operators and others responsible for complying with the ADA Standards on how various types of surfaces perform over time. I encourage you to read the report and an accompanying bulletin: Longitudinal Study of Playground Surfaces to Evaluate Accessibility - www.ncaonline. org/resources/articles/playground-surfacestudy-finalreport.shtml 7 Things Every Playground Owner Should Know about the Accessibility of Their Playground Surfaces www.access-board.gov/guidelines-andstandards/recreation-facilities/guides/ surfacing-the-accessible-playground PPM: Many in the field believe we need a field test for accessible surfaces, just as we have a field test for impact attenuation. What is the position of the Access Board on a field test for accessibility? How does the testing in a lab differ from real live situations? Why is it important to have the surfacing tested after it is installed? PG: We agree that there is a need for a field test, especially since there is a requirement for play surfaces to be “inspected regularly and frequently to ensure compliance with ASTM F 195199.” This requirement begins right after installation when the playground is open to the public. If you operate or maintain a play area, you need to know when the surface is compliant and when maintewww.playgroundprofessionals.com/magazine
nance may be needed. The Rotational Penetrometer is designed to test surfaces in the field and is commercially available. The Board has used this instrument in six surface accessibility research projects undertaken over the past 20 years. In fact, the Board was involved in the development of this test specifically for this application. Other entities were searching for an objective measurement of what constitutes an “accessible” surface, particularly when it came to playgrounds. The development of the lab test used in ASTM F 1951-99 was initially intended as a “step” toward the development of a field test device known as the “Rotational Penetrometer.” Field testing is critical for compliance after installation and over time. This is not only true for the accessibility of the surface, but also for its capacity to be impact attenuating according to the referenced ASTM F 1292-04 (Standard Specification for Impact Attenuation of Surfacing Materials within the Use Zone of Playground Equipment). Testing after installation is critical to ensure that the surface remains compliant with both the ASTM F 1951-99 standard for accessibility and the ASTM F 1292-04 standard for impact attenuation. Our longitudinal study also revealed the need for field testing as opposed to simple “visual” observations. A “loose fill” surface may appear to be compacted enough, but testing will often yield other results. This finding was also noted where installed surfaces were tested for impact attenuation and were found to be out of compliance from either improper installation or settling of the sub-surface. PPM: We hear that as many as 90% of kids who use mobility devices cannot or will not transfer, effectively making transfer systems unusable. Will we ever see the Access Board recommend ramps in place of transfer systems? PG: We’ve probably all heard over the years that there may be a higher percentage of children using mobility devices that either do not transfer or choose not to transfer when on a playground. In fact, there are a lot of questions around the issue of “transferring” in general, for both children and adults. To help fill
the gap, the Board has been conducting research over the past 6 years in the area of “transfer” and attempting to gain more information about children in particular. To date, we have conducted two small studies related to transfer. In these studies, we examined the height of the surface that users transfer to, space requirements adjacent to the surface, use of grab bars and hand helds, and several other issues. Unfortunately, we were unsuccessful in our attempts to include children in these studies. Both studies involving subject testing to date have only included adults. Clearly, there is a need to learn more about the design criteria established in this area, and we are hopeful that research efforts will continue to expand. The Board is always interested in partnering with other groups to gain more information and expand research efforts. Access this link for more information on our transfer research projects – www.herl.pitt.edu/ab/ (A final report on the second phase of this study will be available in the summer of 2015.) PPM: Some in the industry claim that access requirements have reduced the value of playgrounds by making them too easy, too predictable, and too flat. Was that the intent of the Access Board, and do you agree with those characterizations? PG: I totally disagree with these characterizations. In fact, the Board and the Regulatory Negotiation Committee that helped develop the play area guidelines were committed to ensuring that playgrounds remain fun, exciting, and challenging for all children. There was a concerted effort to avoid prescribing a change in the way play components are designed. Only one provision requires a play component to potentially be designed differently and this is where a seat or entry point is provided. We wanted to make sure that it would be at an appropriate height for a child to transfer from their mobility device. In this case, the requirement only applies to the play component that is required to be accessible. Additionally, the scoping provisions for play areas only apply to a portion of the play components, and ramp access is not required on all play structures.
SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 9
The accessibility standards do not provide guidance on how to design a play area. That is up to the designers and architects. I’ve seen a tremendous amount of change in the “look” of playgrounds over the last 20 years. I also know that the safety standards have changed as well. While it is true that the accessibility standards require a “minimum” level of accessibility be included in the playground, I really don’t see how they have affected play value. PPM: What is a play area? We have seen things called playgrounds built to look like treehouses and climbing walls. Are those subject to the 2010 Standards? PG: A play area is defined in the standards as a “portion of a site containing play components designed and constructed for children.” A climbing wall or a tree house may be considered as “play components” where they are provided within a “play area.” A play component is defined as “an element intended to generate specific opportunities for play, socialization, or learning.” Sometimes people confuse the play area provisions with those for “areas of sport activity.” The 2010 ADA Standards also requires an accessible route connection to “areas of sport activities.” Not to be confused with play areas, this is “a portion of a room or space where the play or practice of a sport occurs.” This includes (but is not limited to) sports fields, court sports, Frisbee or disc golf, running tracks, and many more. PPM: Can there be hills and undulating paths in an ADA compliant playground? PG: Yes, as long as there is at least a minimum of one ground level accessible route that connects accessible play components. This route must comply with the technical provisions contained in 1008.2 of the ADA Standards. PPM: Peggy, you started at the Access Board 23 years ago. Many view you as the key to all of the recreation regulations, including the play area guidelines. As you look at your time at the Access Board, what are you most proud of? PG: I think what I’m most proud of is that I was able to “shepherd” this work
through the process…sometimes against all odds. But, it was definitely a collective effort. There were many individuals at the Board who worked on this rule, and I feel fortunate to have been a part of the process of establishing accessibility guidelines for play areas, along with all the other recreation facilities. When we first began our work, there was a lot of fear on all sides about how we would accomplish this work. What was accessibility going to look like on a playground? What was it going to cost? The Board needed to learn more about playgrounds. Manufacturers and designers needed to learn about the design needs for children with disabilities and become familiar with existing accessibility standards. People representing children with disabilities needed to learn about some of the impacts of accessibility. Everyone was entering a “new world” and it was not without controversy. I’m proud that we were able to complete the work and see the provisions finally become standards under both the ADA and the Architectural Barriers Act (ABA). Now, the ADA is celebrating its 25th Anniversary in July 2015 and things are very different! Most importantly, the conversation is different. More people embrace the ADA, even some of those who were in opposition to the ADA and accessibility. There are fewer questions about the rights of children with disabilities to participate in play with their peers. New products and designs are available. Certainty, there is room to improve and innovate and I am hopeful that we will experience even greater positive change in the coming years. PPM: Peggy, at one point in the rulemaking process the Access Board was criticized and the process was likened to a “smoke-filled back room where bureaucrats would decide what your playground looked like.” Was that fair? How transparent was the process? How much influence did you personally have on the Access Board playground guidelines, now found in the 2010 Standards? PG: I really don’t know how anyone could say that the Board’s rulemaking process was anything but transparent. Public input was significant throughout the entire process. In developing the play area guidelines, the Board used a regulatory negotiation process. This is a type
10 PLAY AND PLAYGROUND MAGAZINE SUMMER 2015
of collaborative rulemaking process that allows direct input from interested parties and stakeholders in crafting regulations or guidelines by consensus. This type of rulemaking is governed by Federal regulations that ensure fairness, openness, and transparency and affords the public opportunities for comment. The Play Areas Regulatory Negotiation Committee included persons with disabilities, playground operators and designers, play component manufacturers, and others who were responsible for reaching what the provisions should be. I served as the “Designated Federal Official” (DFO) throughout the work of this committee. It was a great opportunity to work with committee members who were truly “passionate” about playground accessibility. Individuals from different groups represented their “interests” on this committee. The group was joined by an equal number of members from the public who offered regular input throughout the process. The Regulatory Negotiation Committee represented the following groups and associations: • American Society of Landscape Architects • ASTM Public Playground Committee • ASTM Soft Contained Play Committee • ASTM Playground Surfacing Systems Committee • International Play Equipment Manufacturers Association • National Association of Counties • National Association of Elementary School Principals • National Child Care Association • National Council on Independent Living • National Easter Seal Society • National League of Cities • National Parent-Teacher Association • National Recreation and Park Association • Spina Bifida Association of America • TASH • United Cerebral Palsy Association • U.S. Access Board At the end of the day, not all parties (including the Board) had all their interests accepted, but all agreed that they could “live” with them. The committee’s report was the basis of a proposed rule that the Board published and made availwww.playgroundprofessionals.com/magazine
able for public comment. The Board finalized the play area guidelines according to this public feedback. The entire process was very open and far from a “smokefilled back room filled with bureaucrats.” PPM: The ASTM surfacing committee has discussed increasing the fall attenuation standard, however, their recent vote did not pass. How do changes in ASTM standards affect accessible playgrounds? PG: In order to revise references to an industry standard, the Board must issue a formal rulemaking notice that typically provides an opportunity for public comment. Thus, the Board will need to undertake this process should it seek to revise the edition of the ASTM F 1292 standard referenced by the ADA Standards. Playground owners can always exceed the accessibility standards and utilize a new version as long as it provides for “equivalent or greater access” when engaging in new construction or alteration work. This is covered under the equivalent facilitation provisions (Section 103) of the ADA Standards. PPM: What are the 3 most important things to consider when choosing a surfacing (beyond price)? PG: 1. Ability of the surface to meet the lab test (ASTM F 1951-99 Standard Specification for Determination of Accessibility of Surface Systems Under and Around Playground Equipment).
PG: The only thing that I regret in looking back on the rulemaking process of developing accessibility guidelines for play areas is the length of time that it took to complete them. It was a very long process. Many people do not understand the various, and often time-consuming, steps that must be completed as part of the federal rulemaking process. Each step of the rulemaking process includes checks and balances that, unfortunately, take time. A “regulatory assessment” is required with most rulemaking efforts. This cost benefit analysis typically adds significant time to the Board’s rulemaking agenda. The timing to complete the play area rule was definitely impacted by this requirement. PPM: When should the public expect to see any revisions to the accessibility standards for play areas from the Access Board? PG: Revisions to the play area standards are currently not on the Board’s rulemaking agenda. Limited staffing and resources in this small federal agency impact the number of rule making efforts that can be underway at one time. Currently, the Board is at work developing new guidelines or standards for public rightsof-way, passenger vessels, and medical diagnostic equipment and is in the process of updating its ADA guidelines for transportation vehicles. It is difficult to predict when a revision or update of the play area and recreation facilities might occur at this time.
2. Ability of the surface to meet the impact attenuation standard (ASTM F 1292-04 Standard Specification of Impact Attenuation of Surface Materials within the Use Zone of Playground Equipment), where an accessible surface is provided in a use zone. 3. Ability to maintain the surface over time to continually meet all the accessibility and impact attenuating requirements. PPM: Having observed how the ADA regulations have been manifested on playgrounds over the past 10+ years and looking back on the process, if you had a magic wand and complete freedom to enact any sort of change, is there anything you would do differently? www.playgroundprofessionals.com/magazine
SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 11
A great example of a deckless play structure (Courtesy of KOMPAN)
The Impact of ADA on Playground Design
by Jay Beckwith
LET’S BE CLEAR. Every person has the right to play and there is no “condition” that negates this right. The more a society ensures this right for all, the healthier it, and its people, are. The citizens of the United States are to be congratulated for taking the lead to enhance access to play areas. With promulgation of the Americans with Disabilities Act (ADA) Standards, playgrounds across the country have been transformed. Typical of most visionary movements, the results have been a mixed blessing. As with all governmental regulations, the standard is an exercise in compromise and is basically designed to provide the most access at the least cost. Here are some examples. Firm and stable paths of travel for wheelchairs are ideal, but when inside the fall zone of play equipment, they have to be resilient; they are expensive and a less expensive alternative, engineered wood fiber (EWF) is allowed to
meet this need. Having tried to use a wheelchair on EWF myself I can attest that such surfaces are very difficult to negotiate and one can certainly not “play” on EWF in a wheelchair. Transfer stations, which many players find very difficult to use, are deemed sufficient to provide access to elevated play activities on small structures. Large structures are required to have ramps that double the cost of a play structure, are visually unappealing, and have no play value. The result of this “two size” approach is that the vast majority of playgrounds are just small enough to qualify as accessible with a transfer station and EWF surfacing. Most communities provide at least one “play for all” large playground. In the early days of the standards these structures where fitted with long ramps and were not well received. Nowadays the more typical design is to use earth forms and bridges to provide elevated access, a far more attractive and functional solution.
12 PLAY AND PLAYGROUND MAGAZINE SUMMER 2015
KOMPAN Galaxy, an early deckless system
A few years ago another way of providing access emerged, the “deckless” playground. Since slides are the only play event that actually requires an elevated path of travel, these systems typically don’t have a real “slide” in the common sense but rather some sort of slide-able device. The great thing about the deckless concept is that all of the activity is accessible from the ground. When a rubber fall surface is used, these playspaces can provide fully integrated play without the stigma of “accessible” adaptations. www.playgroundprofessionals.com/magazine
Shift the Focus to Inclusion Over the past decade we have learned that access alone is not the answer, since these expensive “accessible” spaces do not attract the number of users expected for the investment. What we have found is that it is necessary to create fairly elaborate and unique environments in order to attract the whole community. That is to say that just adding ramps to a playground consisting of standard play apparatus doesn’t generate the critical mass of players so that there are enough kids and stuff to do that everyone is playing together. If we were to take an inventory of playspaces nationwide, what we would see is that there are a few extraordinary playspaces that really do allow all children regardless of abilities to be playing together. But we also see that the vast majority of playgrounds, while they meet the letter of the law, they do not meet the inclusion needs of children where they spend most of their time, at their small local park. For too long the parks and recreation community has felt that simply adding some play apparatus into a field of mowed lawn will meet the needs of the community. Those days are over. There are stories in the media nearly every week complain-
ing about boring playgrounds, playgrounds that aren’t interesting enough to compete with video games. Playgrounds are losing their customers and we need to do more.
Today’s “All Abilities” Playspaces The trend that is emerging these days is that large playspaces are relying less and less on a single equipment provider or even commercial apparatus at all. They also tend to be “destination” parks, large complex playgrounds that merit a long drive to them. A wonderful example of this is Magical Bridge Playground in Palo Alto, California. I recently visited the site and had a chance to talk with the creator, Olenka Villarreal. Since I’ve been deeply involved with both the development of accessible playgrounds and the application of the ADA guidelines, I know how incredibly difficult an inclusive playground is to execute and wanted to see how a person with no prior background in playground design/build could pull off such an exemplary project. What initially drew me to Magical Bridge were the images of the extraordinary playhouse that is at once playful and refined. Created by Barbara Butler,
it is a tour de force and reflects her vast experience building residential playhouses where parents and kids get to ask for what they really want. The stage element is a feature that I think all playgrounds should have, but never do. The interior details include a bakery and workshop. Best of all, the two-story design makes the ramps logical and well integrated rather than an obvious stuck on ADA requirement. I was also impressed by the lack of commercial equipment. As I have written previously, I’m a huge fan of site-built playgrounds, especially those that include artists as major contributors. This is a great illustration of the power of that approach. As with most site-built projects, commercial elements are mainly limited to the actual play apparatus, and all of the support and context is locally crafted providing the best of both worlds – ASTM compliant and maintainable play events in a unique and beautiful presentation. Walking the site I was impressed that the poured-in-place surfacing worked well. Generally, I’m not a supporter of wall to wall rubber, but this site design mixes colors and textures, is broken up with wood decking and concrete pathways, and the crowning touch is using a multi-color
The playhouse at Magical Bridge Playground in Palo Alto, CA (Courtesy of Olenka Villarreal) www.playgroundprofessionals.com/magazine
SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 13
mix under the trees that mimics wood fiber for a very naturalistic effect. As with most playgrounds these days with their excessive fall zone requirements, the various small features such as rockers were set far apart. Normally, this just looks stupid, but here the sense is of spaciousness and generosity. A confession. I didn’t do a great interview. As an “industry insider,” Olenka’s story about her experience trying to achieve her vision was so fascinating to me that most of the time I had with her was mainly taken up with sharing our mutual passion for all things playrelated. I learned, for example, that none of the major domestic vendors were at all responsive to the very clear design requirements that were set forth in the RFP. Except for the slides, the rest of the equipment is either custom made or imported from Europe. My visit was mid-day during the week and there were at least 50 kids and parents actively using the space. Olenka had gone to great lengths to preserve the existing trees and went to the considerable expense to import mature trees that together create a sense of space that is impossible with canopies. The mature oaks are adjacent to the playhouse, which has stone seats arranged in amphitheater style in front of the stage with game tables behind them, which creates a natural gathering place that was brimming with activity. As I have followed the development of these inclusive parks, there is another feature to them that is rarely noticed. The better examples generally include some form of programming. Generally, such programming involves busing in children from programs with special needs. In other cases a community of families is formed and events are planned for this group. While these programs are unquestionably valuable, they tend not to be inclusive. Indeed, they can reinforce the perception that the playspace is primarily for this population. Magical Bridge goes about this in a very different, and to my mind, a much more effective way. Their programming is for the whole community. The concept is Kindness Ambassadors, who are there to play with the community and to spread kindness. Lest you think this is just a “feel good” and passing gesture, there is a Kindness Wall that clearly spells out what kindness is and what kind people do. On opening day hundreds of Kindness Wands where hung spreading kindness everywhere.
• imPOSSIBLE Dream Playground: Warwick, Rhode Island • Hope Park: Frisco, Texas • Imagination Playground: Manhattan, New York • Rotary Play Garden: San Jose, California
It’s time we stepped up to the plate.
Kindness Ambassador Eden (Courtesy of Olenka Villarreal)
Olenka now faces the dilemma of how to insure that the project she has invested eight years of her life into continues to thrive now that it has been turned over to the City of Palo Alto. In the coming months she will be working with the city hall to get permanent staffing to provide Kindness Ambassadors on an on-going basis. As Olenka described her relationship … “they are very supportive and interested in helping with programs, entertainment on the stage and more. The Mayor, Director of Community Services, and other City staff are all on our Stakeholders Committee. Our project has often been held as an example of the most magical (really!) of private-public relationships.” All too often donors are great at funding construction, but rarely, if ever, willing to fund staffing. The key is to ensure that the programs that are presented at the playground are seen as serving the whole community, not a small sector. When everyone benefits, this becomes a natural part of the recreation programming and everyone wins. Magical Bridge is a shining demonstration of what can happen when the public and private sector work together. Here are other examples that go beyond the ADA to become inclusive community destinations: • Possibility Playground: Port Washington, Wisconsin • Preston’s H.O.P.E.: Beachwood, Ohio • Westminster Center Park: Westminster, Colorado • Tatum’s Garden: Salinas, California • Project Playground: Juneau, Alaska • Taylor’s Dream Boundless Playground: Fort Wayne, Indiana • Alexander W. Kemp Playground: Cambridge, Massachusetts • Smothers Park: Owensboro, Kentucky • Woodland Discovery Playground: Memphis, Tennessee
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While a fully inclusive destination playground is a wonderful thing, it is not the whole, or perhaps even the best, solution to a fully inclusive community. Since it will not be possible to make small playspaces better at accommodation, neighborhood parks can at least do a better job at being inclusive and not just accessible. Yes, there are budget issues, but activists alone cannot be the sole source for providing for critical community recreational needs. Recreation professionals are the ONLY people fully qualified to competently develop solutions to comprehensive inclusive recreation. No one else, not landscape architects, not equipment suppliers, not well intentioned NGOs, no one else knows the intricacies of government, maintenance, and local politics as well as local park professionals.
And there are solutions The good news is that there are workable, affordable, sustainable solutions to significantly increasing inclusion throughout park systems. Let’s look at some examples: • Water No one can question that kids love water. It is equally true that providing pools, fountains, and spray parks are all non-starters for budget reasons alone, to say nothing of the access issues. So, rather than thinking water, think moist instead. Slightly moist sand is really an even better and more inclusive play setting that any body of water. Providing this can be as simple as programming a nearby sprinkler to cover the sand area at night. With modern sensors and controls, the amount of water used is less than a drinking fountain and can help sustain trees around the moist sand play area as well. • Loose Parts As the huge success of Imagination Playgrounds demonstrates, loose parts are absolute kid magnets and ensure long duration and deeply engaging play episodes. Being able to provide these as an accessory to a standard playground is the challenge we have to solve. www.playgroundprofessionals.com/magazine
There are at least two ways to accomplish this goal. The simplest is signage. While many parents are savvy and motivated enough to haul toys from home, many more are not. A simple sign like the one shown can go a long way towards creating the habit and the expectation of bringing loose parts to the playground. Another solution is providing a “miniadventure playground.” This can be as simple as creating a designated area surrounded by a low fence and placing a lockable storage area within this zone. To reduce theft or vandalism, the storage can be chain link with a combination padlock the combination to which is provided to parents who agree to simple terms of use. Changing the combination periodically is a good idea. Filling the storage with wooden boxes, planks, cable spools, and other play-useful but low value items is all that is needed to complete the package. • Wheels Creating a wheel-toy path around the play area is a great addition for many reasons. Such paths are great fun to design and use. They are relatively inexpensive to implement and easily maintained. But most importantly kids who rely on wheels for mobility will have a place where their wheels are an asset rather than a liability. • Plants Here in California we are ripping out lawns and replacing them with drought tolerant landscapes. It turns out that native plants are high on the list of suitable choices. Adding native plants brings additional benefits, such as attracting pollinators and birds. Robin Moore’s Nature Play & Learning Places guidelines is a free and comprehensive resource available at natureplayandlearningplaces.org. Many plants, such as bunch grass, can also become play materials. With some care, a list of local native plants that are non-
FOR MORE FUN! Bring Your Toys to the Park!
poisonous, sturdy, and easy to maintain can be generated. Another way to add playable plants is to locate a community garden alongside the playground. At first there will be resistance to such an arrangement, as the gardeners fear vandalism. But where this idea has been tried, such as New York City, it has been a huge success. The kids learn about gardening and respect, and the gardeners learn that it’s fun to have the kids around.
Conclusion The intent of the ADA was to provide for inclusion by ensuring access. The goal was, and is, that everyone should be able to play together. Just following architectural mandates might work for buildings, but it is not enough when we are trying to create playspaces. The fact is that if all of the activities on your playground are active play, two things are true: 1) there will always be some children who will not be able to use the space, and 2) it’s not a great playground for any children because play is not just active, it is also pretend and constructive play. All these suggestions should be part of new playgrounds and can be additions to existing facilities that will greatly
increase the use of the playspaces by the entire community. These ideas can all be designed to be extremely accessible. But the really big pay off is that they bring a critical mass of players together so we get real inclusionary play. If community advocates can generate millions of dollars and enlist thousands of volunteers, you, the highly qualified recreation professional, can certainly reach out to the community to find a few thousand dollars and a few dozen volunteers to implement any of these ideas, and in so doing bring inclusionary play right where it’s needed most, the small local playspace.
PLAYGROUND PROFESSIONALS
Jay Beckwith
• Began designing play environments in 1970. • Has written several books on designing and building play equipment. • Is a Certified Playground Safety Inspector. • Has written publications and developed programs for playground safety. • Has consulted with playground manufacturers in their design process. • Writes a blog at playgroundguru.org. • Completed a comprehensive upgrade of the Gymboree Play and Music apparatus. • Currently developing location based mobile games with the goal of using smartphones in outdoor play. Read More at
(Courtesy of BigToys) www.playgroundprofessionals.com/magazine
playgroundprofessionals.com SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 15
Universal
Design +
Social Equity in Our Parks & Playgrounds
by Ingrid M. Kanics, OTR/L THE WORLD as we know it is an extremely diverse place. Our parks and the playgrounds can be a microcosm of the world and are often the first place where children have the chance to get a taste of the world beyond their own backyard. But do our parks really provide a “snapshot” experience of the great world? Several years ago the National Recreation and Park Association (NRPA) defined how their three pillars (Conservation, Health and Wellness, Social Equity) can impact communities. Our
local parks and recreation areas are in a unique position to impact the challenges of obesity and nature deficit disorder while protecting and conserving public lands and creating communities where businesses want to find a home, thus building a thriving economy. Of the three pillars, social equity seems to be the key to all three pillars. NRPA defines social equity as “universal access to public parks and recreation are a right, not just a privilege.” If universal access does not happen, then
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some cannot access the health and wellness benefits found in the park nor can they gain an appreciation for the nature that is located in that park. It is hard to fight to conserve something that one cannot access. So, reaching social equity is important to making our parks accessible to all on every level. There are many different groups in society who struggle to be included in our parks and recreation spaces. One group in particular is those with disabilities. It is
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globally recognized that roughly 20% of the world population have some type of condition that impacts their ability to engage in daily life activities. The World Health Organization defines disability as “a complex interaction between the features of a person’s body and features of the environment and society in which he or she lives.” So, how do we make sure that social equity can happen for this population group? One way is to embrace the concepts of universal design throughout our parks and recreation areas so that these spaces are “enabling” instead of “disabling” to these individuals, their friends, and family.
What is universal design? The most common definition of universal design comes from Ron Mace (1985): “The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” The focus is on good design that allows for human diversity, social inclusion, and equality for all who might come to the park without need for adaptation or specialized design. This takes some dialogue with individuals of varying abilities to be sure that designs meet the needs of all who would use the park, its facilities, and programs. There are seven Principles of Universal Design which are stated in Table 1. (See page 19.) These principles were developed to better communicate the scope of how universal design concepts could be implemented in assorted settings. More recently the Center for Inclusive Design and Environmental Access (IDeA Center) has developed the eight goals of universal design which can be found in Table 2. The seven principles are used to reach the eight goals. The first four goals (goals 1-4) focus on human performance areas. The last 3 goals (goals 6-8) focus on social participation. The middle goal of wellness (goal 5) bridges human performance and social participation. When the principles and goals are combined, they provide a strong guide to creating designs that enable everyone to engage in the environment.
Why embrace universal design? Universal design is better overall design that benefits everyone regardless of condition. Since it considers people of all ages and abilities, using the concepts of universal design benefits everyone who uses the park. The use of universal design concepts does not mean that all the fun www.playgroundprofessionals.com/magazine
and risk of a park and playground are taken away; it means that design considers the needs of all visitors to create a place where all can play and grow together. If the concepts are used from the very beginning of a design concept, it can help reduce the cost associated with changing a design after the fact. For example, instead of leveling the topography of a proposed park, the topography can be used to create access to height through natural hills and slopes. The use of gradual natural paths can be less expensive than a series of ramps to gain height in a playground. It may be a bit of a challenge to design around the mature trees in a park, but there are many gains to keeping them. They provide natural shade and cooling, and they add to the sensory experience of the playground through their bark, seeds, and leaves. Children can also learn all about these natural elements and come to value them as benefits to their park and community, supporting conservation. Universally designed spaces enable a broad group of users to come and play at the park, and this brings dollars into the community. According to the U.S. Department of Labor, individuals with disabilities are a growing market who spend 175 billion dollars in discretionary funds each year. This is more than four times the spending power of teens (a group that is often a target demographic for marketing). If you design your park with universal design in mind and market this fact, you are more likely to draw a broader range of users to your park. Research also shows that those who have disabilities are very loyal customers who are very social savvy. If you do it right, they will market your park and programs better than you ever could and they will do it for free. Ultimately, if your park embraces universal design concepts, your park is more likely to improve human performance, health and wellness, and social engagement of all visitors. They will lovingly use your location and services.
So, how do you make universal design happen? The process is not much different from any park or playground design project. The main thing is to get a sense of what people want and need. From a universal design standpoint, this means getting individuals with disabilities and organizations that work with them involved in the whole design process from the beginning
to the very end. Next, explore your region to see if there are designers who use universal design principles and concepts in their designs. The rest of the process really should not be any different than any other design project your park has gone through; you are just working with a broader view, thanks to the participation of these individuals.
What can universal design look like in our parks and playgrounds? When designing an environment like a park with multiple features, it is important that universal design concepts are applied to all areas. With this in mind, let’s look at how universal design applies in the major components of a park, namely the facilities, playground/ball fields, and programming. Facilities Facilities include any component of the park that supports the main activity of visiting the park. This includes parking areas, public pathways, restrooms, public buildings, and pools/water areas. While every principle should be considered in these areas, there are some key principles that should be applied in these areas. One is Size and Space for Approach and Use. This principle focuses on having enough space to do the activities that should be done in these areas. So this is what it might look like: 1. Parking: Instead of having the required ADA parking spaces (minimum), this park exceeds the ADA required parking spaces. Moreover, based on discussions with different groups of individuals with disabilities who use the park, accessible parking is scattered throughout the park, located near the activity areas where inclusive play happens. This results in different access points in the park that can be used by all visitors. 2. Pathways: Main paths from the parking lots leading to major activity areas, like buildings with activities and restrooms, ball fields, and playgrounds, exceed ADA width guidelines. These wider pathways allow for easier group access for all visitors while accommodating multiple wheeled devices like wheelchairs and strollers. 3. Restrooms: This is one area of your park that should really be planned with individuals with disabilities at the design table. If they cannot access these in a comfortable way, they will
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Changing table at Morgan’s Wonderland (Courtesy of Ingrid M. Kanics)
not come and use your park. The welldesigned park will include restrooms in close proximity to ball fields and playgrounds. These restrooms will include at least one family restroom that is large enough to include a full size changing table (see photo above). This mat table can accommodate a full size adult. This enables adults with disabilities to stay longer at the park, since they have the restroom supports that they need. 4. Public buildings: These might include community centers located within the park. All the principles of universal design should be considered in these buildings. Application of the principle of Size and Space for Approach and Use may include wider doorways into locker rooms and roll-in showers to accommodate users of varying abilities. 5. Pools/water areas: Access to pools can be a huge benefit for individuals with different disabilities. Water can be very therapeutic for those with a variety of medical conditions, so when designing a new pool or renovating a pool, consideration should be given to creating inclusive access points. ADA requires a transfer lift, but universal design expands options to zero entry design that allows visitors to walk or roll into the pool. This creates a more flexible water entry option that everyone can choose to use to get into the pool. For natural water features like a public lake or beach access, consider a variety of roll-up access mats and accessible beach chairs that can be used to take an individual with a disability into the water. Public lake/beach access might also include fishing access. Again, universal design principles can be applied to create fishing docks and access points that enable every visitor to fish to their heart’s content.
Gold medalist Paralympian, Muffy Davis pushes her daughter on the swings at Kellogg Park, La Jolla, CA (Courtesy of Jeff Burley)
Playgrounds It is very important to apply universal design concepts to the playground. This allows children of all abilities to play with each other at very young ages. It also enables multi-generational play between children, parents, and grandparents. It is important to remember that the person with the disability might actually be the parent or grandparent who is bringing a child who is typically developing to the playground. The nice thing with universal design is that one design feature can actually incorporate several principles and goals at once. For example, the use of a double wide ramp on a playground structure incorporates the principles of Equitable Use as well as Size and Space for Approach and Use. The extra width of the ramp allows any group of children to travel side by side in a group whether they used a mobility device or not. This simple size change reaches the universal design goals of comfort and social integration.
JT Grommet Island Playground (Courtesy of Landscape Structures Inc.)
A collection of different types of swings is a good application of the principle Flexibility in Use as well as Simple and Intuitive Use. The variety of swing
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types allows each visitor to find the swing that best fits their skills and desire for movement. The universal design goals of personalization, comfort, and body fit are reached through this collection of swings.
Swings – Kate’s Place Playground, Elmira, Ontario, Canada (Courtesy of Ingrid M. Kanics)
One principle that particularly focuses on making sure that designs allow children to engage in play without fear of injury is Tolerance for Error. Playgrounds should have an element of risk for all children, but obvious sources of injury should be reduced. One area of obvious injury that can be found on many playgrounds is around roll-up sand tables. Often these roll-up sand tables are positioned by a larger sandbox space where children using a wheelchair can roll up on one side of the sand area while their friends can access sand from the other side of the table located in the sandbox. It is easy to see in the photo (see next page) how the wheelchair user falls into the sand table, because the concrete surfacing does not extend far enough under the sand table to support the front wheels of the wheelchair. Designing this area with tolerance for error in mind, concrete surfacing would have extended under the table to the concrete support poles. In this way someone rolling up to the table on the surfacing is fully supported www.playgroundprofessionals.com/magazine
while they play in the sand. These are just a few examples of how universal design concepts can be applied on the playground. Programs Just a few words about the programs that your park might offer, whether these are summer camps, sports programs, or after school programs: consider including individuals of varying abilities in their design and implementation. This will help you to create programs that are creative and engaging for all visitors. Educate your summer camps’ staff in the topics of inclusion and universal design for learning principles that enable your staff to fully support visitors of all abilities.
Conclusions The possibility of universal access to parks and playgrounds is open to all. The principles and goals of universal design can be used to help us create community places that are enjoyable to all visitors if we just take the time to use them. In combination with discussions with individuals of all abilities we can design fun, engaging parks and playgrounds where we can all play, learn, and grow together!
Table 1. Universal Design Principles PRINCIPLE ONE: Equitable Use
The design is useful and marketable to people with diverse abilities.
PRINCIPLE TWO: Flexibility in Use
The design accommodates a wide range of individual preferences and abilities.
PRINCIPLE THREE: Simple and Intuitive Use
Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.
PRINCIPLE FOUR: Perceptible Information
The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
PRINCIPLE FIVE: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or unintended actions.
PRINCIPLE SIX: Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
PRINCIPLE SEVEN: Size and Space for Approach and Use
Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.
(Source: Center for Universal Design, North Carolina State University)
ABOUT THE AUTHOR Ingrid is an Occupational Therapist and Architect who works with communities to create spaces where everyone can play. She lectures nationally on universal design, sensory processing disorder and the importance of play for individuals of all abilities. Follow her daily posts on play and universal design: Facebook.com/KIDSSPLAY
Courtesy of Ingrid M. Kanics www.playgroundprofessionals.com/magazine
Table 2. The Goals of Universal Design 1. BODY FIT
Accommodating a wide range of body sizes and abilities
2. COMFORT
Keeping demands within desirable limits of body function
3. AWARENESS
Ensuring that critical information for use is easily perceived
4. UNDERSTANDING
Making methods of operation and use intuitive, clear, and unambiguous
5. WELLNESS
Contributing to health promotion, avoidance of disease, and prevention of injury
6. SOCIAL INTEGRATION
Treating all groups with dignity and respect
7. PERSONALIZATION
Incorporating opportunities for choice and the expression of individual preferences
8. CULTURAL APPROPRIATENESS
Respecting and reinforcing cultural values and the social and environmental context of any design project
(Source: Center for Inclusive Design and Environmental Access: SUNY Buffalo)
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How the Americans with Disabilities Act Has Changed the Landscape of Public Playgrounds
by Jennifer K. Skulski This summer marks the 25th anniversary of the Americans with Disabilities Act (ADA). Being reflective of an anniversary as people often are, we thought we would take some time to reflect on the evolution of the accessibility guidelines for play areas, what we know now that we didn’t know back then, and contemplate where we need to look to the future. When the ADA accessibility guidelines were originally adopted by the U.S. Department of Justice in 1991, the standards only addressed bricks and mortar buildings. The uniqueness of recreation environments like trails, swimming pools, beaches, golf courses, and playgrounds were too complex to easily apply technical provisions written for buildings. From 1994-95 the U.S. Access Board, the designated federal agency that develops accessibility guidelines under the ADA, convened a national advisory committee to develop preliminary guidelines for recreation facilities. When the report
was issued for public comment, the sections on playgrounds (believe it or not) and trails, received the greatest volume of feedback with conflicting viewpoints. This was during an era when public involvement in rulemaking was highly encouraged by the Clinton administration. So in 1996 the U.S. Access Board ventured into regulatory negotiation to develop accessibility guidelines specific to play areas covered by the ADA. A Regulatory Negotiation Committee was brought together with key stakeholder groups like the National Recreation and Park Association, ASTM International (ASTM), United Cerebral Palsy Association, National Association of Elementary School Principals, and National Easter Seal Society. The committee convened in a 16-month process by which consensus would need to be reached on every provision it would recommend to the Access Board for rulemaking.
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The effect of the Regulatory Negotiation Committee’s recommendations has had a lasting impact on the design and manufacturing of public playground equipment and surfacing. The committee recommended that elevated composite structures have minimum widths for transfer steps and wheelchair access, along with turning space. They recommended hand supports for stairs and heights for equipment where children are meant to transfer. One of the biggest impacts of the committee was regarding equipment where elevated structures were installed. The committee recommended that in addition to the elevated structure, ground level play components should be required. This requirement was intended to give children with mobility impairments more options on the ground when they could not physically transfer to an elevated composite structure. Lacking significant research data, the committee struggled with transfer syswww.playgroundprofessionals.com/magazine
tems, ramps, and surfacing. They considered options such as a maximum height for elevated platforms with ramps and whether to require molded swings with back supports, but ultimately decided to withhold recommendations on these issues. The Regulatory Negotiation Committee presented its report to the Access Board in 1997, and the Access Board issued a final rule for accessibility guidelines for playgrounds in 2000. Peggy Greenwell was the Access Board staff liaison to the committee along with a federal mediator selected to facilitate the process. “This [regulatory negotiation] is a supplement to the traditional rulemaking process and allows face-to-face negotiations among representatives of affected interests in order to achieve consensus on the text of a proposed rule. In many ways, it was a ‘leap of faith’ for the Board. Essentially, it meant agreeing to accept whatever the committee members reached consensus on. It was the first time the Board had ever used this process in its rule making efforts,” says Greenwell. When asked to measure the success of the resulting accessibility standards for playgrounds, Greenwell replies, “Measuring the success of accessibility standards is very complex. On a very basic level, the Board was able to establish minimum accessibility guidelines, which later became standards in 2010. Prior to this, no ADA standards existed in this area. Virtually every newly constructed or altered play area built since March 15, 2012 must comply with the standards. No longer can a Title II or Title III entity ignore this requirement and build an inaccessible playground.” Greenwell continues, “Beyond this, the success of the provisions can be measured on many different levels. Has the opportunity for children with disabilities to play alongside their peers increased? Do the provisions provide adequate guidance for owners and operators for the design and construction of play areas?” However, the provisions were still met with resistance through the early 2000s. “The codes tend to make people think about what they can’t do rather than what they can do! The codes have not elevated the design process. It has made places more accessible by kids with disabilities, but not necessarily elevated design practices,” says internationally acclaimed designer Susan Goltsman. www.playgroundprofessionals.com/magazine
Best known as one of the pioneers of the universal design movement in play areas and landscape, Goltsman represented the American Society of Landscape Architects on the Play Areas Regulatory Negotiation Committee. In her reflection, Goltsman says of the regulatory negotiation, “The process was really about endurance, whoever stands firm on their opinion the longest wins. It is a democratic way of doing it, but if we were really trying to create healthy human habitats, we would be looking to the ways in the environment that make it work [best for everyone].” Goltsman spent hours at the negotiating table with her fellow committee members like John McGovern and Cindy Burkhour. McGovern represented the National Recreation and Park Association on the committee. McGovern says, “In 1995 there were only a handful of playground manufacturers that were really aware of accessibility concepts. That is very, very different today. Today every manufacturer not only knows access concepts but incorporates those into plans, sales pitches, and yes, real playgrounds. I see so many more people willing to make access integral to the site. Candidly, it wasn’t that way in 1995. People looked for exceptions so access could be minimized or avoided.” “Now people consider kids with disabilities when they are planning a playground,” says Cindy Burkhour, who represented TASH (formerly The Association for Severely Handicapped) on the Regulatory Negotiation Committee. “We have made product improvements.” Burkhour is most encouraged to see the manufacturers, like Playworld Systems, Landscape Structures, and PlayCore companies, have developed inclusion design guides for their sales staff and prospective clients. McGovern sees the accessibility standards applied in public playgrounds throughout the United States and has been very direct in recent years. “I am not sure it is a failure, but we were not innovative enough to create an incentive for playground owners and operators, and manufacturers, to use ramps. Hindsight is always better, but we know now of course that transfer systems just don’t work for 95% of kids who use mobility devices. Either they can’t or won’t transfer, meaning that most composite play structures’ elevated play components are unusable for them,” says McGovern.
Burkhour adds, “If a kid gets up to an elevated deck with their wheelchair or walker, then they should have an expectation of what can be done on the elevated platform.” Burkhour suggests much more is needed from the standards to clarify expectations when the child stays in their wheelchair and when/if they leave the assistive device to use the equipment. She believes the levels of challenge should be revisited with considerations for contiguous experiences – where children can climb together, one choosing the straight up climbing wall, the other choosing the less steep route with more body supports. And then there are the accessibility requirements for surfaces. The technical requirement for the accessibility of play surfaces used as the accessible route probably generated the most “head scratches” among playground owners and the surface industry over the last 15 years. The ADA Standards referenced the ASTM F1951-99 Standard Specification for Determination of Accessibility of Surface Systems Under and Around Playground Equipment. Over the last decade, leading surface experts in the field have urged ASTM to update the standard and clarify the test protocol, so it can be conducted at actual playground sites instead of only in the lab environment. Unanswered questions and concerns on installation and maintenance even led to an Access Boardfunded longitudinal study of playground surfaces. Last year the Access Board published a technical guide on playground surfaces following the release of the study, “Surfacing the Accessible Playground: 7 Things Every Playground Owner Should Know About the Accessibility of Their Playground Surfaces.” Unfortunately, the ASTM Subcommittee on Playground Surfaces has yet to advance an effective field test to determine the firmness and stability of playground surfaces related to accessibility. There are some surface manufacturers that have been working to ensure the accessibility of their products and increase awareness. “As a manufacturer of a loose fill surface called engineered wood fiber, we’ve tried to look at the whole picture from how our product is installed so that it is accessible to how we can help playground owners to keep it accessible for years to come,” says Jeff Mrakovich, R&D, Certification & Services Manager for Zeager Surfacing Products. “Most
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(Courtesy of Jennifer Skulski)
playground owners don’t realize that if they take the time up front to install the surface correctly by raking level, wetting, and compacting it 6 inches at a time, will actually save them from having to top off in the near future and keep a firm, stable surface from the start.” It’s clear when talking with inclusion advocates, designers, and manufacturers that we have come a long way in making today’s public playgrounds more accessible to children with disabilities. But like
children on the playground, we have much more opportunity to grow by improving the existing standards. Most model building codes are updated and reissued every 3-5 years to incorporate research discovery and technology improvements. However, rulemaking under the ADA is a little different. The Access Board first has to issue its rulemaking as guidelines. Their guidelines then become enforceable standards after they are adopted by the U.S. Department of Justice as a revision to the ADA. The
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revisions to incorporate recreation facilities into the ADA took more than 15 years. Therefore, it isn’t likely updates to the playground provisions will be made any time soon. Both ASTM playground committees, F15.29 Playground Equipment for Public Use and F08.63 Playground Surfacing Systems, have added “accessibility” to their scope over the last 10-15 years. We’ll have to wait and see whether ASTM committees drive the future of accessibility standards development to continue to improve access for children and parents with disabilities or if it will be left to the Access Board and DOJ.
ABOUT THE AUTHOR Jennifer Skulski is a thought leader on accessibility management and inclusion of people with disabilities. She provides consultation to federal, state and local governments, and recreation and land management agencies on ADA/504 compliance. www.accessibilitymanagementnews.com
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From the Play & Playground Encyclopedia Inclusive Play
www.playgroundprofessionals.com/encyclopedia/i/inclusive-play
The UN Convention on the Rights of the Child states in Article 31: “Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities.” The right to play applies to all children regardless of their race, religion, or abilities. 1 Inclusive play for children primarily allows equal access and participation in play opportunities. But it is more than just inclusion. High quality play opportunities for children regardless of their abilities is the aim for inclusive play. Although all children might not be able to participate in all play activities, a variety of play activities should be available for them to choose that are interactive with others. 2 The playground is a natural play environment where children have the opportunity to learn to take risks, negotiate, and overcome obstacles. It is a place where children develop friendships and a sense of belonging to a peer group. However, children with disabilities often do not have the same access to play equipment and are not given the opportunity for inclusive play with others. Lady Allen of Hurtwood stated: “It is difficult for children to grow up emotionally stable if they are denied space and freedom to take and overcome risks, and if they are denied the opportunity to make friends with others of their own age.” 3 When applying principles of universal design for children’s playgrounds, the purpose is to provide “inclusive play where every child, regardless of ability or disability, is welcomed and benefits physically, developmentally, emotionally and socially from the environment.” This allows all children the opportunity to achieve the benefits that play has to offer. 4 Many factors are considered when designing playgrounds for inclusive play. Uniform surfacing, ramps, and transfer decks can aid in providing better access and navigation around the playground. To improve motor skills, swings can be
included with extra back and arm support for those who need it, climbers can offer better footholds, and horizontal bars can be placed at varying levels to allow children in wheelchairs to pull themselves up. Activities that encourage interaction with others can also be included, such as double slides, talk tubes, and imaginary themed play pieces. 5 Inclusive playgrounds are often designed with elements that give sensory feedback that can help those with hearing and visual impairments as well as those with a sensory processing disorder. Audio stimulation can come from chimes throughout the playground to help those with visual impairments recognize where they are and navigate the playground. Cubby holes can be placed strategically to allow children with autism to have a quiet place to feel safe when over stimulated by the playground as well as allowing a group of children to socialize or engage in pretend play together. 6 When including more ground-level equipment in the playground design, children of all abilities have greater access to activities that challenge and feature motion thus developing their senses, such as vestibular coordination, which contributes to balance and proprioception. Ground-level equipment also allows for more social interaction with other children, while engaged in mutual activities designed for all children to use. Manipulative play panels that include musical elements or games like Tic-TacToe can be enjoyed by all children. 7 Barriers to inclusive play are often more than just physical shortcomings of the playground design. Children are more likely to be excluded from play opportunities from children’s attitudes, fears, and misunderstandings of those with disabilities. Play providers can overcome these barriers for children with
positive, deliberate actions to include all children in play activities. 8 Footnotes
1 “FACT SHEET: A summary of the rights under the Convention on the Rights of the Child.” UNICEF. <http://www.unicef.org/crc/files/ Rights_overview.pdf> 8 July 2011. 2 Scott, Rachel. “Factsheet No. 8 Inclusive Play.” National Children’s Bureau. Children’s Play Information Service. <http://www.ncb.org.uk/ cpis/cpis_factsheet8_inclusiveplay_20090824. pdf> 7 July 2011. 3 Ibid. 4 Skulski, Jennifer K. “Designing for Inclusive Play: Applying the Principles of Universal Design to the Playground.” National Center on Accessibility. <http://www.ncaonline. org/?q=node/331> 7 July 2011. 5 “Ideas for the design of your accessible playground from Unlimited Play.” Accessible Playgrounds.<http://www.accessibleplayground.net/?p=2058> 7 July 2011. 6 Op. cit., Skulski. 7 Kaplan, Mara and Ian Proud. “Play for All – Thinking Outside the Ramp.” Accessible Playgrounds. <http://www.accessibleplayground. net/?p=2079> 7 July 2011. 8 Op. cit., Scott.
The Play & Playground Encyclopedia Research over 630 listings of play and playground related companies, organizations, events, books, magazines, safety, people and blogs. www.playgroundprofessionals.com/magazine
SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 23
ADA Requirements for Playgrounds by John McGovern
THE AMERICANS WITH DISABILITIES ACT (ADA) imposes simple concepts, like nondiscrimination, on many environments, including playgrounds. Playgrounds are, however, complex environments. The resulting requirements for new playgrounds as well as existing ones vary based on whether they are government-owned, privatelyowned, or owned by homeownersâ&#x20AC;&#x2122; associations or churches. This can seem daunting, but with some basic information as guidance, the requirements can be met.
they provide both scoping and technical requirements for playgrounds and many other (but not all) types of recreation and park environments. The 2004 work did not address outdoor recreation areas, such as trails, campsites, beaches, picnic areas, and the like.
Treatment of State and Local Government Playgrounds (New and Existing)
Accessibility Requirements in General The Americans with Disabilities Act became effective for states, local governments, businesses, and nonprofits on January 26, 1992. The ADA is the first federal civil rights law that applies whether an entity has received federal funds or not. The ADA requires states, local governments, businesses, and nonprofits to adhere to the most current design standard published by the U.S. Department of Justice (US DOJ). The standard in effect from 1992 to 2012 was known as ADA Accessibility Guidelines (ADAAG), or the 1991 Standard. There was another standard too, the Uniform Federal Accessibility Standard (UFAS), and it was primarily used by federal agencies. It can no longer be used by local governments today. The 1991 Standard adequately address elements in typical built environments, but did not address playgrounds, fitness facilities, sports fields, golf, aquatics, or other recreation spaces. In 2004, after 11 years of research, public participation, and careful study, the U.S. Access Board published the 2004 ADA/ABA Guidelines. In the title, the ADA refers to the Americans with Disabilities Act (ADA). The ABA refers to the 1968 Architectural Barriers Act (ABA), which applies to sites and facilities funded or operated by federal agencies. The 2004 ADA/ABA Guidelines are important because for the first time
Other federal agencies with rulemaking authority have adopted the 2004 work. In 2006, the General Services Administration (GSA) adopted the 2004 ADA/ABA Guidelines for their operations, such as federal employee daycare sites. In 2008, the Department of Defense (DoD) did the same, and the DoD Standard applies to all military installations, contractors, and facilities.
In 2010, the U.S. Department of Justice adopted and published the aptly-named 2010 Standards for Accessible Design, which was the 2004 ADA/ABA Guidelines with a new cover and narrative. This is appropriate; only US DOJ has this type of rulemaking authority for states, local governments, businesses, and nonprofits. In determining the requirement to meet, do not forget states, city, and county ordinances. Where a state, county, or city has an access requirement that is more stringent than the 2010 Standards, it must be followed for the aspect that is more stringent. For example, were a state access code to ban engineered wood fiber (EWF), which at least three states have considered, then that would be viewed as more stringent than the 2010 Standards. Your agency would have to comply with that ban on EWF.
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All 50 states are subject to Title II of the ADA. The Title II regulation, last published by the US DOJ on September 14, 2010, and effective March 15, 2012, requires all 89,004 states and local governments to, in section 35.151, adhere to the 2010 Standards. A state department of conservation in, as an example, Florida or New Mexico, when designing or constructing a new playground, must adhere to the 2010 Standards regarding these new playgrounds (new is after March 15, 2012). It must also, in grant programs to local entities, compel compliance with the 2010 Standards. A county, city, school district, or special purpose park and recreation district such as, for example, Morris County (NJ), Las Vegas (NV), or Deerfield Park District (IL), when designing or constructing a new playground, must adhere to the 2010 Standards regarding these new playgrounds (new is after March 15, 2012). Regarding existing playgrounds, a state, county, city, school district, or special purpose park and recreation district is required by Title II section 35.105 to evaluate its existing sites for compliance with the only playground access standard, the 2010 Standards. Many in the world of playgrounds refer to this as an access audit. At every existing playground, a listing of every access deficit is compiled and a recommended solution for each is considered. www.playgroundprofessionals.com/magazine
The US DOJ has made it clear that not necessarily every existing site needs to be made accessible (see section 35.150(a)(1)). Therefore, integral to this process is the application of the complex “program access test for existing facilities” found at Title II 35.150. The process should yield the number of agency playgrounds that will, over time, be made accessible. That retrofit work must comply with the 2010 Standards. But...how many recurring sites, such as playgrounds, must be made accessible? There is no US DOJ ratio here. It is a communityby-community solution. Many entities work hard to integrate these retrofits into already existing capital plans and playground replacement schedules. Units of state and local government must convert this work product into a 35.150(d) transition plan. The transition plan must identify every barrier at every site, note the solution, name the person responsible for barrier removal, and note the date by which barrier removal will occur. As a smart practice most agencies also include the retrofit cost.
For both new and existing sites, ASTM Standards, such as F1487, F1292, and F1951, which are incorporated by reference into the 2010 Standards, should be blended in. Here it is interesting to note that the ASTM term “public use” has a definition that does not perfectly match the ADA Title II and ADA Title III definitions for playgrounds owned and operated by certain types of entities. It is unlikely this will change. It is therefore important to be aware of this difference and be able to use all three terms appropriately.
Treatment of New and Existing Playgrounds at Privately Owned Places of Public Accommodation (Businesses and Nonprofits) There are more than 7,000,000 businesses and nonprofits that open their doors to the public and in return for cash, provide goods, services, facilities, or experiences. These privately owned places of public accommodation are subject to Title III of the ADA. The Title III regula-
tion, last published by the US DOJ on September 14, 2010, and effective March 15, 2011, requires the businesses and nonprofits with playgrounds to, in section 36.401, adhere to the 2010 Standards. There is a great variance between different entities within Title III. Everything from a YMCA to a fast-food restaurant to a resort hotel may have a playground, and all are subject to the 2010 Standards. A for-profit child care entity, such as a KinderCare, must, as an example, when designing or constructing a new playground, adhere to the 2010 Standards regarding new playgrounds (new is after March 15, 2012). That very same KinderCare has an economic incentive for compliance as well. Both a tax credit (up to $5,000) and a tax deduction (up to $20,000) were created by Congress to aid businesses in compliance. Nonprofits and governments don’t benefit from this approach. Regarding existing playgrounds at a nonprofit or business, Title III section 36.304 requires the removal of barriers
(Courtesy of John McGovern) www.playgroundprofessionals.com/magazine
SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 25
at a playground when doing so is “readily achievable.” That is defined as “easily accomplishable and able to be carried out without much difficulty or expense.” That definition allows for a lot of work that is “readily achievable.” It is likely though that a complex or costly retrofit at a Title III entity playground will not be readily achievable. Of course, knowing what barriers to remove requires first an access audit. ADA Title III is silent on whether a business or nonprofit is required to have an access audit. By inference one is inferred, but it is not a black-and-white requirement as it is for states and local governments. It is critical here that the approaches for existing playgrounds be kept separate. The program access test is radically different from the readily achievable barrier removal test. Confusing them could be disastrous for playground professionals and playground owners and operators. Quoting Dr. Egon Spengler, “Don’t cross the streams.” For both new and existing sites, do remember to blend in the more stringent state and local codes. For both new and existing sites, do blend in ASTM Standards, such as F1487, F1292, and F1951, which are incorporated by reference into the 2010 Standards.
Remember that the ASTM term “public use” has a definition that does not perfectly match the ADA Title II and ADA Title III definitions for playgrounds owned and operated by certain types of entities.
How Does the ADA Apply to Playgrounds at Private Schools? A privately owned school is a Title III public accommodation. A private school with a playground is a Title III entity and is subject to the 2010 Standards and Title III.
How Does this Apply to Playgrounds at Churches? Churches (and synagogues and other places of worship) are exempt from Title III. However, take great caution here. Many states have a civil rights law or access code that does cover churches and other places of worship. For example, Illinois has two statutes, the Human Rights Act and the Environmental Barriers Act, and both apply to churches. It is always better to believe a faithbased entity is covered by an access requirement, and then find out it isn’t, than to believe it isn’t, and then find out it is. Aside from that, spiritually, wouldn’t a faith-based entity want people with and without disabilities to interact together?
How Does this Apply to Playgrounds at a Homeowners Association (HOA)? A homeowners association (HOA) is not a local government, nor is it a business or nonprofit open to the public. Therefore, it is not covered by Title II or Title III. There is some news here and a caution as well. First, the U.S. Department of Housing and Urban Development (HUD) has not adopted the 2004 ADA/ABA Guidelines. That means the play area requirements are not mandated by HUD. Today, HUD uses the Uniform Federal Accessibility Standards, which do not address sports fields, playgrounds, sports courts, pools, golf courses, fitness centers, and more. Why HUD continues to use old UFAS, and why HUD has a standard that does not address any recreation elements, is not clear. However, that is the status today. Additionally, some housing may indeed be subject to Title II. Local government affordable housing is clearly a “program” of local government. That means common areas, such as fitness centers, playgrounds, and swimming pools, will therefore be subject to Title I and the 2010 Standards. The point here: be clear about who and what the housing is.
(Courtesy of John McGovern) 26 PLAY AND PLAYGROUND MAGAZINE SUMMER 2015
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In April of 2013, the HUD and the US DOJ published a joint statement regarding accessibility and housing. There are some grey areas. Perhaps the most important is that a playground at an HOA, if used only by residents and their invited guests, is likely exempt from the ADA. But if the HOA allows members of the general public to use the playground, it converts the playground into a Title III entity. Again, look for state, county, or city codes that may apply. There are some HOAs that have more than 40,000 residents. It seems contradictory to have a massive exception to access requirements here. But a call to the US DOJ technical assistance line at (202) 514-0301 will confirm that in general, the HOA playground need not comply with the 2010 Standards. That does not mean it need not comply with ASTM standards, however. That includes F1292 and F1951. An HOA cannot decide if it will follow F1292 and ignore F1951.
What are the Rules for Grandfathering? Trick question: there is no grandfather clause in either ADA Title II or ADA Title III. Do not use this phrase. After the evaluation, there may indeed be a state or local government (Title II) playground that is not made accessible because of the program access test. Or, there may be a business or nonprofit playground (Title III) that is not made accessible because doing so is not readily achievable. Or it may not be made accessible because it is technically infeasible. Know all of the 2010 Standards requirements.
Any Smart Practices or Resources in this Area? The U.S. Department of Justice provides good technical assistance regarding policies, programs, and more. For information, visit their website at www.ada.gov or call (202) 514-0301.
ABOUT THE AUTHOR: John N. McGovern is the President of Recreation Accessibility Consultants (RAC). He started his career in parks and recreation in 1975 in New Mexico, and moved to Illinois for work at one of the unique special recreation associations. He started RAC in 2008 and helps governments, nonprofits, and businesses discover ways to make access easy, not complex. www.rac-llc.com
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PM15
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Who’s Talking About Inclusive Play?
COMMIT TO INCLUSION
MORGAN’S WONDERLAND
www.morganswonderland.com More than just talking about inclusive play, Morgan’s Wonderland embodies it! Morgan’s Wonderland is an all-inclusive, ultra-accessible theme park for guests of all ages and of all physical and cognitive abilities. Located in San Antonio, Texas, it is a place of “smiles and laughter” where “the common element of play creates an atmosphere of inclusion for those with and without disabilities, encouraging and allowing everyone to gain a greater understanding of one another.” The 25-acre park includes attractions such as the Sensory Village which includes the Paramount Theater with interactive videos; the Saddle-Up Stable with Equicizer horses; an Auto Fix-It Shop, featuring a car design area and a simulated test drive; a grocery market for pretend play; and the KMWL7 TV station, where guests can play TV weathermen. There are accessible playgrounds, a water play area, a sand play area, multiple swings (including wheelchair swings), the Walk and Roll Path around the lake, gardens, and The Wharf for catch-and-release fishing. Morgan’s Wonderland was conceived in 2005 when Gordon Hartman, who was a successful San Antonio homebuilder before deciding to devote his energies to the special-needs community, observed that his 12-year-old daughter, Morgan, did not quite fit in with other children her age playing in a swimming pool while on a family vacation. The children didn’t know each other and didn’t know how to include Morgan who was born with severe cognitive delays and physical disabilities. Gordon decided then to create a “way for all kids, of all abilities, to learn to play together.” Morgan’s Wonderland opened in 2010 and continues to focus on family entertainment, sports, recreational activities, concerts, special events, and education in the spirit of inclusion.
Find others who are talking about inclusive play in The Play and Playground Encyclopedia. www.playgroundprofessionals.com/encyclopedia
SHANE’S INSPIRATION
www.committoinclussion.org
www.shanesinspiration.org
Commit to Inclusion is a campaign that supports the implementation of guidelines and programming to empower people with disability to lead healthy, active lifestyles. It supports the establishment of programming like I Can Do it, You Can Do It! (ICDI) to help facilitate access and opportunities for children and adults with disability to be healthy and active. ICDI is a mentoring program that uses an individualized approach to encourage regular physical activity and good nutrition for children and adults with disabilities. ICDI Sites implement the eight-week health promotion program in which mentors are paired with mentees. They meet on a weekly basis to set activity and healthy eating goals, and to participate in physical, sport, recreation, and/or healthy eating activities. Each week, mentors and mentees work together to earn recognition for their efforts by tracking activity and healthy eating goals using the PALA+. For more information on ICDI please visit: www.fitness.gov. ICDI uses the President’s Challenge Physical Activity and Fitness Awards Program to recognize participants who complete the program. PALA+ is a program of the President’s Challenge that is designed to motivate Americans to make physical activity and healthy eating a part of their daily lives. The physical activity requirements for PALA+ (based on level of ability) are 60 minutes/day for children and 30 minutes/day for adults, five days a week for at least six of eight weeks. The nutrition component of PALA+ requires participants to set weekly healthy eating goals, and build upon those goals throughout the same time period. ICDI participants who meet their goals and complete the program will earn a PALA+ certificate signed by the President of the United States. For more information on PALA+ please visit: www.presidentschallenge.org.
Shane’s Inspiration is a nonprofit organization whose vision is to foster a bias-free world for children with disabilities by creating social inclusion for them through the vehicle of inclusive playgrounds and programs. In 1997, Shane Alexander Williams came into his parents’ lives for a beautiful but brief moment. Born with spinal muscular atrophy, Shane passed away two weeks after his birth. Through their profound grief, Catherine Curry-Williams and Scott Williams began searching for a way to honor their son’s life. They soon realized that Shane’s disability would have prevented him from playing on a playground with other children. At that time, there were no truly accessible playgrounds in the Western United States. So a year later, Catherine, Scott, and close friend Tiffany Harris, were rallying friends, family, and community leaders to build the very first Universally Accessible Playground in California. In 2000, they cut the ribbon on “Shane’s Inspiration Playground” in LA’s Griffith Park, beginning a wave of inclusive play that would change their city forever. Shane’s Inspiration has grown from that one playground to a network of 56 inclusive playgrounds throughout the world, with another 75 in development. In 2013, Shane’s Inspiration became a proud member of the Clinton Global Initiative, with a Commitment to Action that will establish their mission on five continents by 2018. Shane’s Inspiration has also reached more than 35,000 students through their education program, “Together, We Are Able,” which uses the playground as a classroom in over 59 countries. Playgrounds by Shane’s Inspiration are designed to be accessible and inclusive for children with disabilities to play alongside typically-abled children. These free, outdoor inclusive play environments are age appropriate and include safe, state-of-the-art, sensoryrich structures that encourage healing in children with developmental disabilities. Shane’s inclusive playgrounds are champions that bring children of all abilities together to teach compassion and acceptance through play.
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4 GREAT
Inclusive Parks
KING PARK, MN
SILVERDALE ELEMENTARY
Constructed in August of 2014, this inclusive playground with its baseball theme was built in conjunction with the South Metro (MN) Miracle League.
The Turn Across is a moveable trolley with an accessible transfer point that moves back and forth by a crank that can be turned easily by one person.
Flagship Recreation Landscape Structures
Play and park Structures www.playandpark.com
HOPE PARK - FRISCO, TX
HUNTLEY PARK HUNTLEY, IL
www.flagshipplay.com
Hope Park is a playground built to suit the needs of all children, with a focused consideration for children with special needs. The playground provides an all-inclusive play adventure that brings kids and play as equals.
Leathers and Associates www.leathersassociates.com www.playgroundprofessionals.com/magazine
“Total -Mix Sports based on Universal Design,” Bankshot Basketball offers non-running and non-exclusionary play accommodating wheelchair players, the physically and cognitively challenged, grandparents, children, and everyone else at the same time.
Bankshot Sports www.bankshot.com
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Reference of Inclusion Organizations ADA.GOV U.S. DEPARTMENT OF JUSTICE – CIVIL RIGHTS DIVISION www.ada.gov
950 Pennsylvania Avenue, NW Washington, DC 20530 (202) 307-0663
ADA NATIONAL NETWORK adata.org
(800) 949-4232
AMERICAN ASSOCIATION ON HEALTH AND DISABILITY www.aahd.us
110 N. Washington Street, Suite 328-J Rockville, MD 20850 (301) 545-6140
CENTER FOR PARENT INFORMATION AND RESOURCES
DEVELOPMENTAL DISABILITIES RESOURCE BOARD
c/o Statewide Parent Advocacy Network 35 Halsey St., Fourth Floor Newark, NJ 07102
1025 Country Club Road St. Charles, MO 63303 (636) 969-3351
CENTER ON DISABILITY AT THE PUBLIC HEALTH INSTITUTE
www.disability.gov
www.parentcenterhub.org
www.centerondisability.org
(510) 285-5600
COMMIT TO INCLUSION INITIATIVE committoinclusion.org
(800) 900-8086
COUNCIL FOR DISABILITY AWARENESS www.disabilitycanhappen.org
(207) 774-2634
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www.ddrb.org
DISABILITY.GOV FEDERATION FOR CHILDREN WITH SPECIAL NEEDS fcsn.org
529 Main Street, Suite 1M3 Boston, MA 02129 (617) 236-7210
KIDS TOGETHER INC. www.kidstogether.org
P.O. Box 574 Quakertown, PA 18954
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MORGAN’S WONDERLAND www.morganswonderland.com
NATIONAL COUNCIL ON DISABILITY
5233 David Edwards Drive San Antonio, TX 78233 (210) 495-5888
www.ncd.gov
NATIONAL ASSOCIATION FOR RECREATIONAL EQUALITY
NATIONAL ORGANIZATION ON DISABILITY
www.nareletsplayfair.com
NATIONAL CENTER ON ACCESSIBILITY www.ncaonline.org
501 North Morton Street, Suite 109 Bloomington, IN 47404-3732 (812) 856-4422
NATIONAL CENTER ON HEALTH, PHYSICAL ACTIVITY AND DISABILITY www.nchpad.org
4000 Ridgeway Drive Birmingham, AL 35209 (800) 900-8086
SHANE’S INSPIRATION www.shanesinspiration.org
15213 Burbank Boulevard Sherman Oaks, CA 91411 (818) 988-5676
1331 F Street, NW, Suite 850 Washington, DC 20004
nod.org
UNLIMITED PLAY www.unlimitedplay.org
208 Compass Point St. Charles, MO 63301 (636) 757-3978
77 Water Street, Suite 204 New York, NY 10005 (646) 505-1191 ext 122
PRESIDENT’S COUNCIL ON FITNESS, SPORTS & NUTRITION www.fitness.gov
1101 Wootton Parkway, Suite 560 Rockville, MD 20852 (240) 276-9567
RICK HANSEN FOUNDATION
www.rickhansen.com
US ACCESS BOARD www.access-board.gov
1331 F Street NW, Suite 1000 Washington, DC 20004-1111 (800) 872-2253
US PLAY COALITION usplaycoalition.clemson.edu
263 Lehotsky Clemson, SC 29634 (864) 656-2525
300-3820 Cessna Drive Richmond, BC, Canada V7B 0A2 (800) 213-2131
(Courtesy of Leathers and Associates) www.playgroundprofessionals.com/magazine
SUMMER 2015 PLAY AND PLAYGROUND MAGAZINE 31
If a seesaw is fun with two friends, how much more fun would it be with ten?
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