Your Guide to Inclusive Play

It is a fact that every child enjoys going outside, playing with friends, interacting with the environment, and learning from nature and its surroundings. Children usually have these experiences very quietly and repetitively, and they enjoy them wholeheartedly. These experiences are powerful and important for children who have faced disabilities for a long time. People consider inclusive play an opportunity to have all the required equipment. However, inclusive space means the participation of all children, regardless of ability. Inclusive play provides different experiences to ensure everyone has access to activities they enjoy, because not every child can enjoy the same things. For example, some children might be scared of climbing, and others may enjoy it.

Diversity of play

 

Play is divers by nature —how does this get missed so often in play design? Play can be physical, noisy, and challenging, but equally it can be quiet, creative, and reflective. Some children love the social aspects, others need more contemplative space.

We all know that how each child enjoys to play is unique. Some children want to charge about and others are happier quietly playing in a sandpit. However, this is often overlooked when designing play areas and fun zones.

 

Diversity of children

                                   

Some children use wheelchairs, either all or part of the time, and some use walking aids. Children with certain health conditions have reduced stamina or may need to avoid boisterous play.

Visual impairment can mean total blindness but more often partial sight with ability to make out some colours, contrasts, and patterns.

Hearing impairment may be total deafness or partial hearing. For some, sign language is the primary language.

Learning difficulties include learning disability, sensory processing disorders, behavioural issues, Autism and specific forms like dyslexia.

Mental health problems can be short or long-term, and there is increasing prevalence of anxiety and depression in young people.   

                      

Create a rich mix of play opportunities

• Physical: e.g. open space for running/wheeling, tree or logs for climbing and balance; a wall for ball games; open space for running/wheeling; markings for chalk games; play equipment for different physical challenges.

• Creative: e.g. quiet spaces with natural materials for making things; weeping trees and sensory domes for dens; story telling space; sensory plantings to support activities.

• Social: e.g. areas for chatting and reading; tables and chairs for card and board games; open spaces for group activities.

                                   

Engage the senses

                                   

All children benefit from an approach that engages all the senses, so aim to maximise the opportunities for a multi-sensory experience.

• Choose materials and activities to explore through all the senses—interesting textures, shapes, solidity, weight, pattern, colour, temperature.
• Heighten sensory stimuli in some areas, reduce it in others, to provide choice.
• Consider children with sensory impairments. Offer things to explore through touch. Consider the levels of light and sound.

Make different types of space                               

• Make spaces where children have a choice of busier, more active areas and quieter areas.
• Consider boundaries to reduce scope for children to wander, or for other security issues.
• Provide quiet space that serves as time-out for children who need it.
• Include shelter from inclement weather and strong sun, and seating.
• Zone for type of use and avoid segregation.

Make it accessible   

         

• Children must be able to get to the play area. They might need to travel through a school or a carpark for example, so think about the whole journey, not just the space itself.
• Within the play area, aim for a surface that has good impact absorption but is relatively firm (avoiding deep loose materials, for example)
• Consider widths, height and reach for different children, including scope to include wheelchair-adapted play facilities.
• With physical play, choose a range of physical options—some focused more on upper body motor skills, for example.
• Include options for wheelchair-users to fully engage. Ensure ‘run-about’ areas include options for trikes and wheelchairs.
• Consider accessible information and signage, for example including symbols, Braille or pictorial images as appropriate.

 

Don't forget parents and families

• Make sure there is seating and shelter nearby for parents, grandparents, and carers.
• They may have disabilities, so ensure good access from seating into the play area so they can support their children.
• Ensure disabled and non-disabled siblings or friends can play together.

Learn and share

• Consulting with children and families—before and after you design something—is your best way of finding out what children want and how well your design has succeeded.
• Search for examples of inclusive play and use the good ideas you find. Then be sure to share yours, so everyone can learn from each other.