Planning Playgrounds for Children With Disabilities

Stout, Janet D.

doi:10.5014/ajot.42.10.653

Cited by 14 publications

(5 citation statements)

References 6 publications

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“…In any play situation, a child needs to have the opportunity to choose, to explore, to create, and to respond to change if the result is truly to be called free play. Consideration can be given to the play space, recogniZing the child's need for both personal play space and freeranging space in contact with other people (Stout, 1988). Whenever possible, caregiving adults can be encouraged by the therapist to let the child explore and interact independently.…”

Section: Assessmentmentioning

confidence: 99%

Play Deprivation in Children With Physical Disabilities: The Role of the Occupational Therapist in Preventing Secondary Disability

Missiuna

Pollock

1991

The American Journal of Occupational Therapy

122

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Self-initiated free play experiences are vital for the normal growth and development of all children. In this paper, children with physical disabilities who are deprived of normal play opportunities are viewed as having a second disability that hinders their potential for independent behavior and performance. Physical, social, personal, and environmental barriers that may limit the play experiences of children with physical disabilities are delineated. Studies of the interactions of these children during play are discussed, and a case is made for the promotion of active, free play in the home, the school, and the community. As facilitators of this process, occupational therapists must consider a variety of factors, including the unique capabilities of the child, the influence of parent-child and peer relationships, the role of other caregiving adults, the adaptation of toys and materials, and the impact of the environment and setting.

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Section: Assessmentmentioning

confidence: 99%

Play Deprivation in Children With Physical Disabilities: The Role of the Occupational Therapist in Preventing Secondary Disability

Missiuna

Pollock

1991

The American Journal of Occupational Therapy

122

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“…First, studies were only included if they were published in 1990 or later. While we recognize our search was not exhaustive in that it did not capture earlier research [e.g., (64,65)], findings prior to 1990-the year in which the ADA became law-may not reflect how this monumental change in regulations may have impacted playground design, in the United States at least. Second, we only included published studies with empirical evidence and as a result, academic literature involving clinical suggestions [e.g., for adapted swing design (66)] and unpublished work (e.g., white papers) were excluded.…”

Section: Discussionmentioning

confidence: 99%

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

Brown

Ross

Leo

et al. 2021

Front. Rehabilit. Sci.

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Background: Playgrounds provide children with many sensory, motor, and socioemotional experiences that are critical to child development. Unfortunately, playgrounds also represent an environment where children with disabilities experience barriers to accessing play. Structures and materials that are prominently found in almost all playground designs (e.g., swings, slides, sand) can present as obstacles for many children with disabilities to engage in independent play.Aims: This scoping review engaged in the empirical literature to address the research question, “What are the evidence-informed recommendations for designing inclusive playgrounds to enable participation for children with disabilities?” Consideration was given not only to the physical design of playgrounds, but also the playgrounds' surrounding built and social environments.Methods: A systematic search of Medline, PsycINFO, CINAHL, EMBase, ERIC and Scopus was conducted. Only peer-reviewed literature published in English between January 1990 and January 2021, with a primary focus on inclusive playground structure design related to any type of disability were included. Data extraction included the study author(s), year of publication, country of origin, purpose, disability types considered, methods, sample characteristics and key findings. Key findings were synthesized into evidence-informed recommendations, which were later collated, using inductive content analysis, into five broader thematically congruent groups.Results: Thirty-five studies were included using case study (n = 17); observational (n = 6); survey (n = 5); experimental (n = 4); and multiple study (n = 3) designs. Thirteen evidence-based recommendations and one promising practice were categorized into five broad playground elements: entry points; surfacing and paths; features to foster inclusive play; staffing/supervision; and design process.Conclusion: These recommendations build upon previous design-based best-practices that focused exclusively on the physical design of the playground. Our recommendations have implications for how future playgrounds should be designed to maximize usability and inclusiveness and the overall playground experiences for children with disabilities.

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“…These recommendations could be made through problem-solving discussions among family members and professionals as to what aspects of the environment can and should be modi® ed [30]. Furthermore, occupational therapists need to assume an active role in planning other outdoor environments, such as community playgrounds and other recreational environments [31].…”

Section: Implications For Occupational Therapymentioning

confidence: 99%

How I Play: Roles and Relations in the Play Situations of Children with Restricted Mobility

Tamm

Skär²

2000

Scandinavian Journal of Occupational Therapy

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Tamm M, Ska È r L. How I play: roles and relations in the play situations of children with restricted mobility. Scand J Occup Ther 2000; 7: 174 ± 182.The purpose of this grounded theory study was to gain knowledge and understanding of how children with restricted mobility play in different play situations. The group investigated consisted of 10 children with restricted mobility, aged from 6 to 12 years, living in northern Sweden. In this study, the child with restricted mobility is de® ned as a child unable to move around without the aid of a wheelchair, walking trolley, crutches or other walking device. The children were interviewed about play and were observed in different play situations. The transcribed interviews and observations were analysed according to the constant comparative method of grounded theory described by Glaser and Strauss (1967). The analysis resulted in a model (How I play, core category) describing the child's relations in different play situations, the factors that gave rise to different types of play and the consequences of the play. The different types of play were: (A) play with friendsÐ (a) interactive play and (b) onlooker play; (B) play alone; and (C) play with adults. Most play came to be placed in categories B and C, that is the children played mostly alone or with adults. The results were discussed on the basis of Mead's theory of identity development and Bronfenbrenner's theory of developmental ecology, that is how children's play in¯uences their development when adults are so often present.

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Planning Playgrounds for Children With Disabilities

Cited by 14 publications

References 6 publications

Play Deprivation in Children With Physical Disabilities: The Role of the Occupational Therapist in Preventing Secondary Disability

Play Deprivation in Children With Physical Disabilities: The Role of the Occupational Therapist in Preventing Secondary Disability

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

How I Play: Roles and Relations in the Play Situations of Children with Restricted Mobility

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