This article describes the inclusion challenge children with special needs face on playgrounds and public parks with universal design guiding the rights of children both with and without special needs to have play opportunities. This study evaluated 68 public school elementary playgrounds to determine whether they met Section 502 guidelines for…

Disabilities are commonly conceptualized in dualistic ways--specifically as mental or physical in nature and as located in the self rather than in the "other" or "out there." In this essay I reflect on the consequences of a more holistic understanding of both handicaps and special education. This new approach, I suggest, would…

These guidelines assist professional designers, park and recreation managers, and community groups when making decisions about the planning, design, and ongoing management of children's public play environments. The guidelines are updated to meet or exceed the requirements of the Americans with Disabilities Act Guidelines (July 26, 1991) and the…

Argues that playgrounds must provide all children with opportunities for physical, social, constructive, dramatic, and game play. Suggests that considerations include playground regulations, safety, age appropriate areas, accommodation of children with physical disabilities, materials selection, construction, available manufactured play equipment,…

"Able to Play: Mobilizing Communities for Children of All Abilities" is one of a series of six seminars that the W.K. Kellogg Foundation hosted during 2005 to celebrate its 75th Anniversary year. The seminar, held in Lansing, Michigan, June 8-10, shared the lessons learned from the Able to Play Project. Advocates for people with…

Advocates for safer playgrounds need to make informed decisions when purchasing play equipment and designing play areas. This updated document provides safety and design criteria in the form of model law provisions that can be used by those responsible for playground development. It reports on injury data which establish common injury scenarios…

The Architectural and Transportation Barriers Compliance Board has issued guidelines to serve as the basis for enforceable standards to be adopted by the Department of Justice for new construction and alterations of play areas covered by the Americans with Disabilities Act. The guidelines include scoping and technical provisions for ground level…

Provides performance criteria for creating accessibility for and integration of children of all abilities within school playgrounds. Included are recommendations for accessible route designs; play equipment; sand and water play; gathering places and outdoor classrooms; entrances and signage; and fences, enclosures, and barriers. Proposed changes…

Discusses the design and budgetary impact of new national guidelines requiring public school playgrounds to be accessible to all students. Areas discussed cover accessible surfacing and designs of ramps and transfer points. Concluding comments highlight planning alternatives. (GR)

The Architectural and Transportation Barriers Compliance Board is responsible for developing accessibility guidelines under the Americans with Disabilities Act of 1990, including play facilities. This report provides a section-by-section analysis of the proposed guidelines, and exceptions, for play areas. Guidelines include ground and elevated…

Title III of the Americans with Disabilities Act of 1990 requires child care centers to examine access to their rooms and spaces, playgrounds, and activities. The main components which require review are attitudinal barriers, physical barriers, policy barriers, and procedural barriers. (Author/JDD)

For 15 years, schools and universities have been striving to comply with the Americans with Disabilities Act (ADA), and make their programs and facilities accessible to people with disabilities. It is not uncommon to see education facilities outfitted with ramps, elevators, special parking spaces, curb cuts, playground equipment, and signage--all…

Examines the implications of the Americans with Disabilities Act (ADA) and the role of developmentally appropriate practice when insuring the safe inclusion of children with disabilities in play environments. Discusses four principles that should guide the creation of safe, inclusive play environments: safety; developmentally appropriate practice;…