The suitability of school playgrounds for physically disabled children

Abstract

To participate in most educational and social experiences of childhood, many disabled children require both technological and human supports, in accessible and suitable environments. In Canada, inclusive education policies and practices increase the likelihood that interior classroom spaces are appropriately accommodating, yet pay little attention to exterior school spaces such as playgrounds. As a result many playground attributes contribute significantly to the socio-spatial exclusion and marginalization of physically disabled children. In this study accessibility audits of five publicly funded school playgrounds in Toronto, Canada were conducted. The organization of space, equipment design and landscape characteristics revealed that the rights to full participation are constrained in this important space of childhood.

Keywords:

• children
• disabilities
• playgrounds
• schools
• exclusion

Acknowledgements

The authors wish to thank the editors of the special issue and two anonymous reviewers for their valuable feedback. This research was supported by an Interdisciplinary Capacity Enhancement Grant from the Health Care, Technology and Place Strategic Training Program funded by the Canadian Institutes of Health Research. The input of Dr Catherine Schryer (University of Waterloo) strengthened this article. Invaluable research assistance was provided by Miyoshi Kondo, Stephanie Bernston, and Sarah Wendorf.

Notes

Suitability goes beyond the concept of accessibility. It is possible for a space to be accessible but not suitable. For example a playground may have a ramped entrance so it is accessible; however, if there are no play opportunities once a child goes up the ramp then the playground is not suitable. Suitable playgrounds should also include a diversity of play opportunities for all children.

While many children are born with individual impairments and conditions such as cerebral palsy and spina bifida it is the physical, policy and social environments that erect barriers and disable children. In this research study we use the term physically disabled children to refer to children who use mobility aids such as forearm crutches, canes, walkers and wheelchairs.