A national study of playground professionals universal design implementation practices

Figures & data

Table 1. Seven principles and eight goals of universal design.

Principles of UD (Connell et al., 1997)	Goals of UD (Steinfeld & Maisel, 2012)
Equitable use Flexibility in use Simple and intuitive use Perceptible information Tolerance for error Low physical effort Appropriate size and space for approach and use	Body fit Comfort Awareness Understanding Wellness Social integration Personalisation Cultural appropriateness

Table 2. Groups contacted for sampling.

Groups	n
Local authorities	31
Playground suppliers	14
Institutes for architects, landscape architects, planners, and designers	4
Housing councils and associations	4
Forestry organisation	1
Government departments	3
Play organisations responsible for the promotion of children’s play in Ireland	2
Playground safety organisation	1

Table 3. Respondents’ demographics (n = 36).

	n (%)
Role
Playground planner	5 (13.9)
Playground designer	5 (13.9)
Playground provider	13 (36.1)
Other	13 (36.1)
Years’ professional experience in planning/designing/providing playgrounds
0–5	20 (55.6)
5–10	4 (11.1)
10–15	2 (5.6)
15–20	6 (16.7)
20 or more	4 (11.1)
Practice setting(s) in Ireland
Leinster	16 (44.4)
Munster	10 (27.8)
Connacht	0
Ulster	3 (8.3)
Other	7 (19.4)
Educational background/qualification(s)
Engineering	6 (16.7)
Architecture	6 (16.7)
Arts	5 (13.9)
Landscape architecture	4 (11.1)
Landscape and/or horticulture	4 (11.1)
Sports and/or leisure	3 (8.3)
Other*	8 (22.2)

*Note: six respondents named their qualifications (e.g. administration), two respondents listed non-specific qualifications (e.g. ‘Level 8’).

Table 4. Understandings and applicability of UD for public playgrounds.

	Description	n (%)
Understandings of UD
Respondents described UD as designing for …	Different abilities and/or disabilities	8 (22.2)
	Everyone	7 (19.4)
	Inclusion	7 (19.4)
	Physical accessibility	5 (13.9)
	Usability	4 (11.1)
	Different ages and abilities	3 (8.3)
	Opportunities for participation	1 (2.8)
	Other	1 (2.8)
Importance of UD
On a scale of 1–5, how important is UD?	1 (Not at all important)	0 (0.0)
	2	0 (0.0)
	3	1 (2.8)
	4	3 (8.3)
	5 (Very important)	32 (88.9)
Who are UD playgrounds important for?	Everyone	5 (13.9)
	‘Age’	19 (52.8)
	‘Age and ability’	6 (16.7)
	‘Ability and/or disability’	6 (16.7)
Knowledge about UD
What percentage of projects require knowledge about UD?	100%	13 (36.1)
	90%	1 (2.8)
	80%	2 (5.6)
	50%	2 (5.6)
	40%	1 (2.8)
	10%	2 (5.6)
	2%	1 (2.8)
	100% accessible	1 (2.8)
	Not specified	7 (19.4)
	Not applicable	6 (16.7)

Table 5. Legislation, policy, and/or guidance documents utilised.

	Documents	n (%)
Legislation and/or policy documents	Policy documents (e.g. county specific playground policies)	16 (44.4)
	Disability Act	8 (22.2)
	Playground standards (EN1176; EN1177)	8 (22.2)
	Safety standards and guidelines	7 (19.4)
	Building regulations	6 (16.7)
	National Play Policy	5 (13.9)
	United Nations Conventions (UNCRC; UNCRPD)	5 (13.9)
	Equal Status Act	5 (13.9)
	National Disability Authority Guidelines	3 (8.3)
	Other (e.g. National Recreation Strategy, Healthy Ireland Plan)	15 (41.7)
	Not applicable	4 (11.1)
	None listed	3 (8.3)
Guidance documents	Guideline documents for UD in the general built environment as well as playground specific guidelines (e.g. Building for Everyone, Everyone Can Play, Inclusive Play Design Guide)	11 (30.6)
	Publications, best practice examples, relying on the expertise of playground installers or ‘as above’ referring to the previous question on legislation and policy	11 (30.6)
	Consultation with playground companies, colleagues, members of the community, and play champions	8 (22.2)
	Standards	3 (8.3)
	Building regulations	2 (5.6)
	Policies	1 (2.8)
	Not applicable	4 (11.1)
	None listed	7 (19.4)

Figure 1. UD implementation.

Figure 2. How UD is prioritised over other factors.

Figure 3. The design stages whereby UD is implemented.

Figure 4. Important factors for implementing UD.

Figure 5. Perceptions regarding barriers to implementing UD.

Figure 6. Initiatives and practices to support the implementation of UD.

Figure 7. Further education topics deemed most and least important.

Connell, B., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., … Vanderheiden, G. (1997). The principles of universal design. Retrieved from https://projects.ncsu.edu/design/cud/about_ud/udprinciplestext.htm

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Steinfeld, E., & Maisel, J. (2012). Universal Design: Creating Inclusive Environments. Hoboken, NJ: John Wiley & Sons.

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