Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?

Abstract

The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities.

A Scoping Review of Evidence-Informed Recommendations for Designing Inclusive Playgrounds

“…The second recommendation concerns the importance of having ramps that provide access to and between elevated play components [16 of 35 studies; ( 10 – 13 , 19 , 21 , 24 – 26 , 39 – 42 , 45 , 48 , 49 )]. A study involving parents of children with disabilities revealed that their children view being on the elevated play structure as more fun than ground-level activities ( 26 ).…”

“…The second recommendation concerns the importance of having ramps that provide access to and between elevated play components [16 of 35 studies; ( 10 – 13 , 19 , 21 , 24 – 26 , 39 – 42 , 45 , 48 , 49 )]. A study involving parents of children with disabilities revealed that their children view being on the elevated play structure as more fun than ground-level activities ( 26 ). Aside from playgrounds purposely designed with accessibility in mind ( 25 ), most playgrounds lack ramp systems that provide access to elevated play structures ( 10 – 13 , 19 , 39 ).…”

“…In fact, adapted play components that enable children with physical disabilities to fully and safely engage in playground play (e.g., slides that can be accessed via ramps, wheel-on merry-go-rounds) remain largely absent from playgrounds (9,10,14,15,17). Many playgrounds also lack sensory-based play components that may promote active engagement among children with developmental disabilities, such as tactile play components that offer different textures to touch and manipulate, or musical play components that produce a variety of sounds and vibrations (25,26). These ongoing playground design issues may explain why playgrounds have been identified as landscapes where children with disabilities can end up feeling isolated, excluded from peer interaction, or excluded from the play space entirely (17)(18)(19).…”

“…Children with disabilities and parents of children with disabilities both voiced a desire for playgrounds that offer adapted equipment often not found at conventional playgrounds that meets their child's needs, abilities and interests (10,47). However, studies have found a lack of specialized equipment (e.g., wheelchair accessible swings) for children with disabilities across playgrounds (12,13,15,22,24,26,39,40,52,53). Traditional types of playground equipment (e.g., slides, swings) are generally inaccessible to some children with disabilities without caregiver assistance (14), and the work of physically transferring a child becomes increasingly difficulty as children grow older and heavier (10,16).…”

“…Nine studies (10,12,17,25,26,(39)(40)(41)(42) highlighted the importance of informational features that aid in spatial orientation, communication, and guidance on equipment use to enhance the play experiences of children with disabilities. For instance, having a central auditory or visual cue such as a waterfall may assist with spatial orientation (42).…”