Inclusive Play 2.0 Learning Objectives Designing For All ......2/1/2017 5 © 2015 Playworld Slide 17 of 36 Grouping of Activities © 2015 Playworld Slide 18 of 36 0 2 4 6 8 10 12 SPD

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Slide 1 of 36© 2015 Playworld

Inclusive Play 2.0

Designing For All Abilities:Playgrounds Beyond ADACourse Number: Learning Units: 1.0 LU/HSW Hour

© 2015 Playworld

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Playworld Systems®1000 Buffalo RoadLewisburg, PA 17837-9795


Learning Objectives

• Comprehend the basic principles of inclusion for

specific disabilities on the playground and how to

design play areas beyond ADA regulations

• Discuss play area and recreation solutions for each

disability

• Understand the definition of certain disabilities and how to best accommodate these user groups in play

spaces, including:

Autism Spectrum DisordersSensory Processing Disorder

Cerebral PalsySpina Bifida

Down syndrome

Learning Disabilities and ADHD


"Play areas are not just places where kids have fun. They

are places where kids learn to interact with the

world, and with each other…That places playgrounds in the

same category as other civil rights

touchstones...Recreation was one of the places where the

civil rights movement started with the desegregating of

swimming pools”– Eve Hill, Civil Rights Lawyer with Justice Department Enforcing the ADA


Inclusive Play Design Guide

• Offers inspiration, and specific,

actionable goals

• Focused on child development

• Developed by independent experts from

a variety of fields

• Created for people who are in a position

to make a difference

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Key to Inclusion

“Don’t let perfect be

the enemy of good.”- Voltaire

We can make a difference


Child Development

Physical

Development

Time

Rolls Over

Stands

Walks

Runs

Rides Bike


1. Physical, Sensory,

and Social Activities

2. Multiple Challenge Levels

3. Grouping of Activities

4. Elevated Play

5. Pods, Rooms, and Zones

6. The “Coolest Thing”

7. Unitary Surfacing

8. Routes and Maneuverability

8 Keys to Inclusion


Layout is the biggest

single factor in ensuring

a successful inclusive

playground

Our goal is to create an opportunity for children of different abilities to play alongside one another

Layout

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Which is more inclusive?


Multiple Challenge Levels

Spinning

1. Can sit or lay on it, provides

almost complete support, is easy to spin

2. Provides some support, has large areas to put your

body, is easy to spin

3. No supports, requires motor

planning skills to get the equipment to spin



Climbing

1. Low to ground, low slope, hand holds each side, put

entire body on, obvious path

2. One way to support the

body, multiple paths-but obvious, evenly spaced

steps

3. Is high, vertical,

complicated pathway, supports are minimal, is

dynamic, great agility to

accomplish, high motor planning skills



Climbing

1. Multiple climbing challenge levels may be present on

one piece.

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Crawling

1. A short tunnel on the

ground

2. A longer tunnel on the

ground or elevated with accessible routes on either

side

3. A tunnel that changes

elevations



Balancing

1. Stationary with supports

2. Stationary without supports

and/or ground level with wide

base and little movement

3. Movement with supports

4. Movement without supports


Strengthening

1. At ground level to be used by a

person using a wheelchair; rungs

placed no higher than 43.5”

2. Static overhead event, rungs

close together, entry on is simple,

obvious path

3. Challenging overhead event

including some or all: high, long reaches, moves, higher levels of

motor planning



Physical

Include strategies from each of the three play categories:

Play Richness

Sensory Social

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Grouping of Activities


0 2 4 6 8 10 12

SPD 1/10

Learning Disability 1/20

Autism 1/68

Cerebral Palsy 1/303

Down Syndrome 1/691

Spina Bifida 1/1500

Prevalence of Disabilities

% of US Population


Prevalence of Disabilities for School-aged Children

NOTE: Deaf-blindness, traumatic brain injury, and visual impairments are not shown because they each account for less than 0.5 percent of children served under IDEA. Due to categories not shown,

detail does not sum to total.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database, retrieved October 3, 2014, from

https://inventory.data.gov/dataset/8715a3e8-bf48-4eef-9deb-fd9bb76a196e/resource/a68a23f3-3981-47db-ac75-98a167b65259. See Digest of Education Statistics 2014, table 204.30.


The 7 Sensory Systems

Visual, olfactory, taste, auditory, tactile, vestibular and proprioceptive sensory systems.

The vestibular system contributes to balance and orientation in space. It is the leading

system informing us about movement and position of our head relative to gravity.

The proprioceptive system senses the position, location, orientation, and movement of

the body muscles and joints. Proprioception provides us with the sense of the relative

position of neighboring parts of the body and effort used to move body parts.

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Autism Spectrum Disorder (ASD)

• Typically lasts throughout a person's lifetime

• Impairment in communication skills and social abilities

• Repetitive behaviors

• May also include sensory processing disorder



• Sensory signals aren’t organized into responses

• One or multiple senses

• Best treated if caught early when the nervous system is still malleable

• A significant number of children on the autism spectrum also have SPD

Sensory Processing Disorder


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• Sensory equipment

• Balancing activities

• Activities that encourage cooperation

• Opportunity to withdrawal from the activity

Autism and Sensory Processing Disorder:

Activity Recommendations


Autism and Sensory Processing Disorder:



• Damage to the part of the brain that controls muscle tone

• Includes: seizure disorders, vision impairment, hearing

loss, and intellectual disabilities

• Does not get worse over time

• May require devices such as braces or wheelchairs.

Cerebral Palsy


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• Support

• Sensory activities

• Social activities

• Promote communication skills

Cerebral Palsy:



Cerebral Palsy:



• “Split spine”

• Spinal column does not close all the

way in womb

• Nerve damage is permanent

• Paralysis of the lower limbs

• Most individuals also have a learning

disability

• Use of wheelchair, crutches or braces

Spina Bifida

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• Activities that enable a child to work on

their upper body strength

• Events that promote socialization

• Equipment that uses fine motor skills

Spina Bifida:

Activities to Provide


Spina Bifida:



• Genetic condition – extra

chromosome

• Delays in physical development

• Poor strength

• Poor muscle mass

• High body fat percentage

• Delays in intellectual

development

Down Syndrome

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• Provide a good physical

work-out

• Easily reachable

• Level I activities

• Supports

Down Syndrome:



Down Syndrome:


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• Neurological disorder

• Difficulties with

– Listening

– Talking

– Interpreting body language

– Planning and Controlling actions

• Average or above average intelligence

• Gap between potential and actual achievement

• Difficulty with peers

Learning Disabilities


Attention Deficit Hyperactivity Disorder (ADHD)

• Attention deficit hyperactivity disorder (ADHD) is one

of the most common childhood brain disorders and can continue through adolescence and adulthood

• Inattention, hyperactivity, and impulsivity are the key

behaviors of ADHD.• Brain development is delayed on average of 3 years.

The delay is most pronounced in brain regions

involved in thinking, paying attention, and planning.


• Promote the development of social

skills

• Activities that require 2 people to

operate

• Interaction with nature

• Opportunities for Pretend Play

Learning Disabilities and ADHD:

Equipment Recommendations

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Learning Disabilities and ADHD:

Equipment Recommendations


Recap

Disability May Have Difficulties With: Provide Early Opportunities For:

Autism Spectrum Disorder / SPD

Balance, socialization, too little/too much sensory experience

Balance, cooperation, sensory including vestibular and proprioceptive activities

Cerebral Palsy Balance, posture, coordination, muscle tone, motor functions, reflexes,

Social experiences together and communication props. Areas to practice sitting, standing, rolling, and walking with a variety of supports

Spina Bifida Fine motor skills, spatial awareness,

balance, non-verbal, lower body strength Upper body strength, social interaction, fine motor skills

Down Syndrome Physical and intellectual development, low muscle tone

Physical workout, lower body muscle tone, easy to reach events (lower standard equipment) with a variety of supports

Learning Disabilities and ADHD

Perception of others, distraction, listening skills

Nature, cooperative play, high risk perceived play events, open space opportunities


Other Presentations and

Lunch & Learns

• Selecting Sustainable Commercial

Playground Equipment

• Making Parks Relevant

• Inclusive Playground Design Workshop: a Three hour Hands-On Design Workshop


Thank you for your time.Let’s make great play.

Questions?

www.PlayworldSystems.com

Documents

Inclusive Play 2.0 Learning Objectives Designing For All ......2/1/2017 5 © 2015 Playworld Slide 17 of 36 Grouping of Activities © 2015 Playworld Slide 18 of 36 0 2 4 6 8 10 12 SPD