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Practical guidelines
for building inclusive
public play provisions
Pre-face Intro

This publication is a summary of the KBT report ‘Inclusive play’ (2022). The full report includes many more references An estimated 240 million children worldwide live with
and sources, elaborate explanation of the concepts and origin of ideas. The report was created with input from many a disability. Like all children they need time, space and
collaborators, experts and colleagues. We like to thank everyone who has contribited to this work, in any way or form infrastructure to develop their skills and realize their
and hope this work will somehow find its way into practical use. full potential through play. Yet, children with disabili-
ties are often overlooked in policymaking, architecture
and design practice of both public and private play in-
frastructure. In addition to these physical barriers, they
also face social stigma and exclusion.

The main report and the summary have been created and redacted by: The last couple of years, different organisations and
Filip Gerits - KBT nv. – Puurs-Sint-Amands – www.kbtplay.com playground builders have acknowledged this gap and
have started to create solutions. With this publication
Yves Dekeuster - Increase bvba. – Puurs-Sint-Amands – www.increase.be we want to build upon the collective knowledge about
Kathleen Op De Beeck - AP University College – Dept. Of Occupational Therapy – Antwerp – www.AP.be inclusive and accessible playgrounds by sharing our and
by translating theoretical knowledge into practical and
concrete guidelines for all playground designers.
Concept and realisation: Filip Gerits - [email protected]
Editing and translation: Evelien Chiau - [email protected] We hope this publication will be
Illustrations: Simon Thamiry - [email protected] widely picked up by designers,
playground planners, policy-
makers and other influencers.
That way this little seed can
in collaboration with: grow into a strong plant and
every child will gain equal ac-
cess to the same play spaces
and provisions. Do you have
any questions after reading this
publication, are you looking for
original sources or do you want
to share your own experiences?
Don’t hesitate to contact us
via [email protected].

(CC) KBT nv. - 2022

This publication is licenced under a creative commons - Attribution-ShareAlike license (CC BY-SA). This license lets you remix,
adapt, and build upon our work even for commercial purposes, as long as you credit us and license your new creations under the
identical CC terms.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 3
 What is inclusive play?
What is play?

Play is commonly defined as an activity build on the nitive abilities. During the first 2 years of a child’s life,
concept of engagement, intrinsic-motivation and the play happens mostly solitary, even when surrounded by
need of doing. Important factors are the role of imagi- other children.
nation and fantasy, rules and social aspects and the ca-
pacity to evolve in childhood. Play often includes physi- Around 2 or 3 years, onlooker play and parallel play
cal activity but can also be based on mental activity or emerge. Children start looking at and copying each oth-
even be purely linguistic (playing with words). er and develop a social interest in other children. They
still play independently but will do similar activities at
A key characteristic of play is that it evolves when child- the same time, share and take turns.
ren grow and develop. To play children use a combi-
nation of sensory-motor, cognitive, social-emotional As cognitive abilities and capacity for imagination de-
abilities and skills. As children grow older, they learn velop, constructive play and symbolic play start to de-

Illustration: 1
new movements and grasp more complex things, and as velop. Children build little houses of blocks, play with
such their play also evolves further. puppets or toy cars and imitate their caregivers. On a
sensory-motor level, they quickly develop fine motor
• Sketch of a play tower including 1 child skills like manipulating small objects, better balance,
in a wheelchair on a high platform or on How does play evolve in childhood posture and eye-hand/foot coordination.
a transfer ramp + 1 child climbing to the
same platform via a climbing installation In the first years of life, practice play appears. Children Games with rules emerge in the preschool age, when
• Fotos for inspiration reach towards caregivers, handle objects, learn to roll the child is able to manage easy rules and develop a
over, crawl and walk. These activities involve basic sen- social understanding of the needs and wishes of other
sory and motor competenes and require only basic cog- children. Play becomes more of a social activity as as-
sociative and cooperative play
emerges. Children learn how
to organize their play cooper-
atively with a common goal
and assigned roles (think of
games like freeze tag, hide
and seek or roleplaying).

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 5
 ber depends partly on the geographical region and the
used definitions. Disabilities can roughly be divided
into three main categories: sensory-motor, cognitive
and social-emotional deficits. Out of all children with
a disability, around 60 to 65 percent experience a so-

What is inclusion? cial-emotional deficit (like ASD or ADHD), 30 to 35 per-

cent experience a cognitive deficit (like Down Syndrome
or educational and learning disorders) and 5 to 10 per-
cent experience a sensory or motoric deficit (visual and
hearing impairments and deficits in the use of limbs) or
a severe combination of deficits. This last group faces
the most barriers while playing.
Children can be different in many ways. Some of the Disabilities or special needs?
differences are minor and hardly noticeable, others
are bigger and will lead to challenges in participating The definition of ‘handicap’ or ‘disability’ depends on Different kids like to play differently
in activities together with other children. The extend of the context it’s being used in. There’s a distinction be-
variation in abilities, skill performance, behaviours and tween the medical definition – mostly denoted as ‘im- All children play or show an interest in playing. Chil-
other personal attributes, is called diversity. pairment’ or ‘deficit’ – and the more social use of the dren with a disability may face numerous barriers while
word. playing: difficulties in physically carrying out play, un-
Inclusion is the practice in which groups or individual derstanding or applying rules, sharing ideas or taking
with different backgrounds or abilities are culturally The social meaning of ‘disability’ places someone’s turns with other peers. Anxiety or a busy schedule full of
and socially accepted and welcomed. Respecting and health condition (the sum of a person’s body functions, rehabilitation activities can also play a role. ment to make sure all children find something that fits
appreciating what makes other people different, in structure and personal factors) against their life’s con- them and their needs. A single playground component
terms of age, gender, ethnicity, disability or any other text (the sum of all environmental and personal factors Although most children develop more or less along a will never be perfectly accessible, useable and challeng-
personal characteristic. In some cases, it also means outside of the person). When a person’s context nega- similar path, some of them will experience delays or ing for every child. By offering variation and actively ad-
actively making changes to an environment or organi- tively influences their abilities to perform activities or limitations. The combination of skills will lead to a dif- dressing issues, we can ensure that as many children as
sation to accommodate the presence and participation participate in society, that’s seen as a disability. This ferent ability or interest in certain types of play. All chil- possible find what they are looking for. Because if the
of certain people. negative influence is usually called a barrier. In this un- dren have different needs and aspirations. To build a environment is good, all children will enjoy playing.
derstanding, people are not disabled because of their playground that suits every child, those needs must be
Simply put, diversity is the mix and inclusion is making own body or abilities, but because of the barriers in recognised and barriers removed.
that mix work. In the context of playgrounds, inclusion their environment. Should the barriers be taken away or 3D-model of play
means offering equal access and varied play opportuni- features be added, the person’s health condition would Each playground component will be usable or inter-
ties for all children and to create an atmosphere where be less of an issue. esting for certain children. With this knowledge, play- In general, play activities evolve in stages, from soli-
everyone feels welcome, feels heard and is able to play ground planners can select a balanced mix of equip- tary sensory-motor play forms to social and imaginative
along. Around 10 to 15 percent of children between ages 0 and games with rules. At the same time, all forms of cogni-
18 experience certain barriers or disabilities. This num- tive play occur together with all the sensory-motor and
social play modes. This connection between the three
dimensions is visualised in the 3D model of play.

The first axis in the model is that of sensory-motor de-

velopment level. It follows a path from the ability to
perform simple movements (crawling, walking up steps,
walking on a balance beam) to the ability to perform
more complex movements (climbing a spatial climbing
net, sliding down a fireman’s pole, running over a bal-
ance beam).

The second axis relates to social-emotional develop-

ment and the social levels of play as described by Mil-
dred Parten: starting with solitary play through parallel
and onlooking play to associative and cooperative play.

The third axis refers to the three cognitive develop-

mental phases, according to Jean Piaget’s theory, which

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 7
more or less coincide with the evolution of the different The starting point: the lower end of The final point: The far end of the 3D
types of cognitive play: the sensorimotor period (0-2y)
in which practice play predominates, the pre-operation-
the 3D model (purple) model (yellow)
al period (2-7y) that aligns with symbolic/constructive The purple zone at the bottom of the model is where The zone at the far end of the model is where regular
play, and the concrete and formal operational period all children start. It’s the zone where the three dimen- children from about 7 years onwards evolve to. It is
(7+y) where (structured) play with rules takes shape. sions begin to develop. It includes all children up to 2 dominated by playing together with friends and taking
to 3 years old and children of any age with a severe or on new challenges. Children in this zone often still use
The 3D model of play can be visualised as a 3x3x3 cube. complex disability that affects all three dimensions of basic play equipment, but with different use-scenarios.
In regular children, the different dimensions develop si- development (like children with cerebral palsy or spina They look for new challenges (such as climbing to the
multaneously. Children with disabilities will not follow bifida). The infrastructure is usually low to the surface roof) or use the infrastructure as a setting for their own
this regular path. Of course, children aren’t pigeonholed and requires aids and supporting elements such as han- complex social games (such as ‘the floor is lava’ on a
and can develop in different directions. To a certain ex- drails and ramps. There should be a walking and riding slackline).
tent, especially at the bottom of the spectrum, you’ll area with passages wide enough for wheelchairs on and
see large differences between children. around the equipment. Children in this zone often know Play in this zone:
no danger and need a lot of proximity, so safety and su- Complex motor play
pervision are very important. Associative and cooperative play
6 remarkable areas in the 3D-model Structured games with rules
Play in this zone:
The model contains six notable sub-areas. Different Simple motor movements Play infrastructure in this zone:
zones in the model refer to the classification of disabili- Solitary play Large climbing frames and pyramid nets
ties. All zones form a spectrum that shows the variation Practice play (experiments with the body More complex group play equipment such
in needs and wishes of different children. Within each and the senses) as rope swings
zone, there are large differences between children. Their Electronic games
individual abilities may be affected by various function- Play infrastructure in this zone: Sports fields, basketball courts, skate
al limitations. At the same time, there is a considerable Swing seats with extra body support ramps
overlap between the zones and the forms of play linked Wheelchair accessible carousels Parkours and obstacle courses, slacklines,
to them. This provides opportunities for interplay and Spring toys pump tracks
participation. A rich and varied playground consists of Low and wide slides Climbing or bouldering walls
equipment in which all zones are integrated. Mirrors and sensory activity panels

The middle zone (Orange)

In the middle we find the intermediate development lev-
el. This zone contains regular children between about
3 and 7 years old. It corresponds to what is currently
usually available on a classical playground. Larger play-
grounds often also have an area for smaller children,
but most equipment is aimed at children with this skill
level.

Play in this zone:

Moderately complex movements
Parallel and onlooker play
Constructive and symbolic play

Play infrastructure in this zone:

Swing seats (also double swing bays for
parallel swinging) and nest swings
Imaginative elements (binoculars, peri-
scopes)
Higher spiral slides, carousels, climbing
frames, towers, ladders, sliding poles

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 9
The sensory-motoric zone (Lime green) safety and usability. Choose a simple colour scheme,
as many different colours can be visually confusing or
This zone contains children from the age of about 3 years emotionally overwhelming.
old, who only have a developmental delay or disorder in
the sensory-motor dimension and a relatively regular Play in this zone:
development in the other dimensions. These are, for ex- Simple motor movements (or more complex
ample, children with a sensory impairment (visual, audi- ones with extra support)
tory), paraplegia, an impairment in one or more limbs or Constructive and symbolic play
difficulty coordinating certain parts of their body (mus- Structured games with rules
cle tension, spasticity, balance problems) but who can Parallel, associative and cooperative play
still follow a regular school curriculum.
Play infrastructure in this zone:
A rideable playing surface, wheelchair wide passages Play towers with motor adaptations
under and between the infrastructure and wheelchair Complex cognitive games (checkers, oxo,
transfer zones help users with a wheelchair or walker. 3-in-a-row)
Users with stability or balance problems benefit from Sensory devices (musical instruments and
handrails on both sides of a passageway, stable foot- sensory panels)
rests or large steps on a ladder. For users with paraple-
gia or limb impairment, an upward sloping crawl space
or a series of transfer steps can be provided. Towers The socio-emotional zone (Sky blue)
can be equipped with alternative entrances and exits to
provide opportunities for children with different abil- The blue zone is for children with a lower social-emo-
ities. tional development, but a more regular motor and cog-
nitive development. These include children with high
Children with visual impairments often like to play with functioning autism, ADHD or other behavioural disor-
sound generating devices (such as musical instruments) ders.
or elements with a tactile surface (such as textures and
grains, hot/cold, vibrations). Play equipment, passage- The intention to play alone is particularly strong for
ways and entrances should be provided with visibility children on the ASD spectrum, but children with a hy-
markings or tactile guidance features. Colour combina- peractivity disorder also like to romp around without
tions should show a strong contrast (such as yellow or having to specifically interact or consult with others.
orange against sky blue) and be applied in function of Play is sometimes constructive, but rather not symbolic.

Individual play can be quiet or active, depending on the

preference of the children. For active play, you need
to leave the necessary space between or next to the
equipment. For quiet play, you can work with small, en-
closed spaces and hiding spots between or under other The cognitive zone (Magenta)
equipment, where children can take a moment to isolate
themselves alone or in pairs. This is the zone for children from the age of 3 years old,
with lower cognitive abilities but with regular motor or
Play in this zone: social-emotional skills. These are, for example, children
Moderate to complex motor play with Down Syndrome, cognitive impairments or learning
Solitary, parallel and on-looker play deficits. In the cognitive dimension, children in this zone
Practice and constructive play tend to stay at practice play level, which means that the
Games with rules aim of the games is focused on the physical movement or
the sensory-motor experience, rather than on the sym-
Play infrastructure in this zone: bolic, creative-constructive or social aspect. This fits in
Snoozle spaces, playhouses or hiding spots quite well with the equipment that is already present in
Sitting areas and lookout points most playgrounds and is aimed at sensory-motor expe-
Swings, trampolines and treadmills for one riences (sliding, swinging …). These devices require less
user specific cognitive skills but sometimes require motor or
Sensory equipment (musical instruments, social coordination. Specific to this zone is that children
sensory play panels, sand and water games) play longer with the basic equipment, while growing be-

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 11
 yond the body size and weight for which the equipment
is usually designed. Larger and stronger equipment, can
be used.

Children with fewer cognitive skills may have difficulties

understanding certain aspects of playgrounds, seeing
hazards or communicating with others. Possible im-
provements include adding an information board with
a floor plan and pictograms showing emotions and ac-
tions, dividing the playground into zones for different
play styles using coloured elements, providing space or
furniture that allows carers to stay close and using play

Play for the sake of play

coaches to guide the children.

Play in this zone:

Moderate to complex motor play
Parallel to cooperative play
Practice play While many companies in the play sector promote equipment for children with
Play infrastructure in this zone: disabilities as beneficial for their development, we focus on the pleasure of
XL swing seats playing for the sake of playing. Play happens naturally as children grow up,
Large spring toys and play develops along with the children. We develop our products from the
Group swings and parallel swings
Carousels perspective of the child and the play value of each piece of equipment.
Complex climbing frames with slides or fire- The 3D model of play isn’t meant to focus on the advantages that certain
man’s poles
Sandpits with cranes and water play
equipment has on the development of children. It is intended as a tool to
diversify the range of play equipment and gives an indication of the skills chil-
dren need to use and enjoy certain equipment independently. It provides an
incentive to ensure a diverse range of equipment while allowing children the
freedom to choose their own favourite adventures.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 13 p. 13
 Product Inclusion zone Description

Play development • intermediate motor

play
Nest swing ‘Rosette’
and play value •

•
associative / coopera-
tive play
practice / symbolic
This nest swing is a product that can be used
in many different ways, alone or in a group. It
is a product that can evoke the imagination
play of a ship in the waves, but it can just as well
be used to rock gently.

Which products fit in each zone?

The term ‘play value’ is used to describe the value of an

environment or object for play. Something has high play
value if children can play with it in many different ways
or can use it to expand their own ideas and actions. Sim-
ple objects (such as sticks, balls or sand), games (such
• intermediate motor
play
Carrousel ‘Helica’
as tag or hide-and-seek) and classic equipment (such • associative / coopera- Helica is a carrousel that is specifically de-
as swings or climbing frames) often have a higher play tive play veloped with wheelchair users in mind. The
value than complicated or expensive toys. • practice / symbolic platform should be installed flush with the
play playing surface and moreover, the surface
Not every play activity has the same value for every leading up to the carrousel should be made
child. This value is influenced by individual taste, age, accessible all the way. Helica has space for
ability and developmental level. In order to build play 2 wheelchairs and additionally has 2 seating
areas that are attractive to all children, we must take surfaces with multiple handgrips and sup-
this into account. On the one hand we must offer equip- ports. The main type of play for any carrousel
ment that is easily accessible, solitary and simple to use is practice play. As Helica does not provide
and on the other hand, equipment that is more chal- a hand-wheel, associative and cooperative
lenging, complex and focused on social play. These op- play will be needed to get the wheel rolling.
posites are difficult to combine in one component, but
they can be offered side by side. A variation of compo-
nents is key.
• intermediate motor Family swing ‘Raxi’
How to use the 3D-model in the design play
• onlooking - parallel / The family swing is an example of a product
of new playgrounds associative - coopera- that provides social-emotional support to
To achieve this goal in practice, designers can use the tive play users who are afraid of swinging alone. Chil-
3D model to analyse the variation of playground equip- • practice play dren who have difficulties performing the
ment. Every playground, no matter how small, should coordinated rocking motion with their legs
contain a number of elements for each of the six main can also benefit from this type of swing. On
zones in the model. The rule of thumb is that for every 2 the other hand, the swing does not give extra
to 4 regular play components (yellow and orange zones), support to the back and hips.
one play component should be offered that matches
one of the other zones. An analysis can focus on just
one playground but can also include several smaller
playgrounds within an area.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 15
 Product Inclusion zone Description Product Inclusion zone Description
•
•
basic motor play
solitary play
Special needs swing • intermediate motor
play
Swingseat ‘Curve-XL’
• practice play This swing is adapted to the needs of people • solitary / parallel A swing is one of those classic products that
who have difficulty sitting upright. Thanks play cannot be missed on a playground. Many
to the back and hip support and the safe- • practice play children like the thrill of swinging, and so it
ty belt or harness, users can sit safely and is a must have. The Curve-XL is a bit bigger
swing with ease. The swing offers the same and stronger than a standard seat, which
support as a classic baby seat, but for taller makes it also usable for older children (or
and older users. even adults).

• intermediate motor
•
•
basic motor play
solitary play
Rubber baby seat ‘Curve’ play Musical instrument ‘Calypso’
• practice play This rubber baby seat with railing and T-bar • solitary - parallel / Musical instruments are suitable for a wide
allows small children to sit securely and associative - coopera- range of users but are especially interest-
safely while swinging. The seats are specif- tive play ing for children who are disadvantaged in
ically made for children up to about three • symbolic play / games social-emotional terms. The instruments
years of age. At this age, children still mainly with rules can be played together or alone. They can
enjoy the movements themselves and main- be used to make sounds and require a min-
ly play on their own. imum of fine motor and cognitive skills to
play a melody.

• intermediate motor
play
Special needs swing • intermediate motor
play
Pulley with sand bucket
• solitary / parallel play The wide slide is specifically made to be • solitary / parallel - This product is ideal for symbolic and con-
• practice play used by two people. This is beneficial for associative play structive play. It has an imaginative aspect
children who are afraid to slide on their own, • symbolic / construc- and can be used to build sand castles. It can
but also for those who need physical sup- tive play be used alone or with others. It’s a great
port to climb, sit down or slide. It is impor- product to encourage interaction and coop-
tant that the platform is adapted with the eration by moving sand between platforms
necessary steps, handholds and transfer of different heights.
zones. In addition, this slide is also fun for
children who like to play together.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 17
 Product Inclusion zone Description
•
•
basic motor play
associative / coo-
Tic-tac-toe game (OXO spin-
perative play ners)
• games with rules OXO is a game with rules, so to use it in the
intended way, the user needs certain cog-
nitive skills. But on a playground, there are
no set rules and so we see children often
just use it as a simple tactile spinning toy as
well. Sometimes on their own, sometimes
in parallel. The cylinders have bright and
contrasting colours and include a tactile
aspect, so it can also be used by visually
impaired children.

•
•
basic motor play
associative / coo-
HDPE play panels
perative play Just like the OXO spinners, these play pan-
• games with rules els can be used in many different ways.
Children can play with the panels in the way
they are intended, but they can also play
with the sliders, touch the tactile surface,
listen to the sound as the sliders move
across the board ... The panels are generally
easy to use and do not require any special
strength or skill.

• basic motor play Talking tubes ‘Echo’

Practical guidelines
• associative / coo-
perative play Talking tubes are a wonderfully divers type
• symbolic / con- of play element. They provide possibilities
structive play for interaction between multiple users on
various positions or levels on a playground.
This type of play is inherently associative or
cooperative. As this type of play does not
include movements, but instead is solely
for building inclusive playgrounds
sound or language based, the main type of
play will be symbolic play. Children can tell We’ve compiled a comprehensive list of practical recommendations to guide
jokes or make animal sounds, or can call for playground builders in the design of inclusive playgrounds. These guidelines are
help from friends who are on other parts of based on four fundamental principles: accessibility, play value, open-ended de-
the playground.
sign and participation.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 19
 ACCESSIBILITY
Wheelchairs, walkers and grandparents

Basic accessibility is the most important rule of all. The whole park
and much of the equipment must be physically accessible to all chil-
dren and adults. Make sure that everyone can enter and explore the
park freely and that the car park and surrounding streets are also
accessible to persons with reduced mobility. Remember that accessi-
bility for playgrounds is not only about children, but also about their
supervisors, grandparents or other visitors.

Entrance
If the highest top of a tower can’t be reached by every-

Illustration: 2
Replace curbs, edges and steps with ramps. A ramp one, provide ways to interact between the different lev-
should be between 1:12 and 1:16 (1 cm up for every 12 to els. Think of a talking tube, a sand lift or an innovative
16 cm of progress), wide enough for two people to pass electronic game for several players.
(at least 1.5 m wide) and have handrails on both sides. • Sketch of an entrance gate to a playground, showing a
The height of the handrail grasping surface should be Play structures can be made accessible by means of wheelchair user on a ramp (including 2 handrails!) and
between 0.5 m and 0.7 m from the ground up. long ramps with a slope between 1:12 and 1:16. The slope some other children and parents on steps
of a track connecting play components should not ex- • Image for inspiration
Avoid complicated gates or turnstiles. When you need ceed 3 m before reaching a horizontal resting surface.
to fence off a site, use kissing gates or other wheelchair
friendly systems. Many children with reduced mobility are able to get out
of their wheelchairs and crawl or step around on their
own. Play towers can be made accessible by using a
Equipment & transfer gradually rising crawl surface or a series of horizontal
transfer platforms. Transfer steps should have a min-
Make sure that large and central elements are at least imum depth of 350 mm and a minimum width of 600
partially accessible to children with reduced mobility. mm. Each transfer step should have a maximum height
Provide wheelchair accessible paths around or through of 200 mm and include a handrail. Handrails should be
the challenging installations. Give every child the op- provided at the entrance to the transfer steps to assist
portunity to enter towers in some way and provide chal- children to transfer from the wheelchair to the platform.
lenging activities. The entrance should be between 280 and 450 mm high.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 21
 Surfacing & moving around
Make sure the surface of the playground is accessible all
the way around. Even equipment that is not fully acces-
sible should at least be reachable for wheelchair users,
so they can be involved or take part in the games. At
least one of every type of play component in the play-
ground should be fully accessible.

Grass, sand or loose particles such as wood chips are

not wheelchair accessible. If you use sand pits or grass
surfaces, combine them with more stable second-
ary paths made from rubber or cork-based materials.
Wheelchair accessible surfaces are especially important
to reach elements designed for wheelchair users, such
as a wheelchair carousel or a special needs swing. Don’t
put a wheelchair-friendly product in a wheelchair-un- normal dueteran protan tritan
friendly environment.
Normal colour vision vs. various types of colour
vision deficiency. To mark dangerous spots,
make sure to choose a colour combination that
Equipment space & size provides contrast in each pattern (ex. Blue vs.
Yellow)
Playground equipment can appeal to children (and even
adults) of any age. Some older and taller children like to
use simple equipment (such as seesaws or swings) that
is usually built for younger users. Take into account the Visibility
difference in body size and weight of users with differ-
ent skills or abilities. When a playground is made of wood, steel, grey or dark
coloured materials, it can negatively affect the ease of
Make sure the equipment is accessible by adults, to use of children with visual impairments. Mark exits, en-
assist children who need support or to interfere when trances and handles with contrasting colour strips. This
something goes wrong. Most platforms or passageways can be a natural colour such as yellow or bright green on
should be spacious enough for two people to pass, so a dark background or the blue of road signs on a grey or
that a child with a disability can be helped by someone wooden background.
if necessary.
Provide tactile input (ridges, studs, embossed strips on

Illustration: 3
• Sketch of an playground installation with a wide passa-
If you include a sandpit or water play equipment, con-
sider lifting parts of the play surface to wheelchair user
height or making the play equipment wheelchair acces-
and around equipment, a 3D plan showing the layout of
the park) for the blind or visually impaired.

ge, with for example 1 wheelchair user, 1 blind kid with sible. Play tables should be at least 60 cm high, 75 cm Playgrounds that are made up of open steel structures
white cane, 1 or more additional kids/parents wide and 45 cm deep. or wooden frames with climbing nets can be difficult to
visualise for children with cognitive or visual disabili-
Vertical play panels should be positioned at the right ties. Try to make playgrounds visually comprehensible
height to accommodate the intended target group. Chil- by providing depth in the three-dimensional space.
dren in wheelchairs cannot easily reach forwards and to Closed volumes give depth and create visual structure.
the ground. However, it is more fun for them to play with This can be done by using vertical surfaces in struc-
two hands facing forwards than to be able to reach with tures, creating hills on the terrain or adding elements
just one hand to the side, because the wheelchair can- such as walls, boulders, trees or bushes between zones.
not move under a panel. When sitting in a wheelchair,
children aged 3 to 4 can reach an average height of be-
tween 50 cm and 90 cm, while children aged 9 to 12 can
reach between 40 cm and 110 cm high.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 23
 PLAY VALUE
Why playgrounds are fun

Playing is doing! Every child – with or without disabilities – should

have the opportunity to direct their own playing experience. Make the
playground challenging and engaging for children with different skill
levels and make sure it is not over-protected.

Variation
Use the 3D model of play to think about variation in play
and play-development. Make sure there are some ele-
ments for all the areas in the model. Think about the
sensory-motor, cognitive and social-emotional dimen-
sions. The different dimensions can be included as sep-
arate installations, but they can also be integrated into
one bigger structure.

Children with reduced cognitive or social-emotional

abilities often like simple sensory toys. A truly inclusive
playground doesn’t focus solely on physical activities
but makes room for exploratory, sensory play.

Create a variation in challenge. It’s important to pro-

vide not only simple equipment, but also equipment
that requires more advanced skills. This applies to both
cognitive and motor skills. Challenges on a playground
ensure that children are less likely to look for the limits
and are less inclined to use equipment ‘improperly’.

A playground can also contain multi-sensory or snoo-

zling areas by designing a quiet, semi-enclosed space
equipped with visual stimuli (such as coloured plastic
windows, sounds, tactile surfaces), a soft surface to sit
or lie on and even electronic sound or light devices.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 25
 Zoning
When dividing up a park, don’t just think about younger
and older children, but also about playing intensity or
playing styles. Based on this, you can create different
play zones that are either physically challenging and
very active or just easily accessible and quiet for chil-
dren of all ages and body sizes.

Some parents and children like a safe and dedicat-

ed zone with special play equipment adapted to their
abilities. These areas should never be completely sep-

Illustration: 5
• Aerial view of a playground with walking paths in
arated from the other equipment, so interaction stays
possible. When designing, think about the relationship
between zones and how different zones can overlap or
interact. Parents often have several children with them
different colours defining separate zones and like to keep an eye on all of them at the same time.
• zones: Area with swingset / large climbing structure
/ small playing structure (for todlers) / relax area Active zones should also be accessible to children with
with benches and tables / ... reduced mobility. After all, these children also like to
• You can use the images attached as inspiration be involved in active and challenging activities. Some
prefer to stay in their wheelchair while moving around,
others can move around independently using the equip-
ment or by crawling on the platforms. Provide wheel-
chair transfer facilities between the ground surface and
the platforms and equipment.

Zones should not be completely separated by distance

or physical barriers. It is possible to place them close
together and create soft dividers by using natural ele-
ments such as trees or bushes or by using different col-
ours or materials.

For a full multigenerational approach, combine play

opportunities for children with soft recreation for
adults and hang-out spots for teenagers (benches, pic-
nic-spots, sports equipment …) in the same area.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 27
 OPEN-ENDED DESIGN
Open-up your imagination

Play equipment can be designed without an apparently specific way

of using it. Make playgrounds open-ended and this way create a wide
range of possible forms of play. Equipment should be simple and in-
tuitive to use. There should be tolerance for ‘alternative use’ and no
need for explanation or safety guidelines.

Some children will still like more simple, practical and

Diversify functions and ways of use well-known activities that do not involve a lot of imagi-
nation, cognitive activity or problem-solving. For them,
Open-ended means that the function of equipment is it is fun to include some classic playground equipment.
not completely predetermined. There is no beginning or Others prefer to fantasise and find a ‘metaphorical
end to a game. Children are often inclined to use equip- sandbox’ more appealing.
ment in alternative ways anyway. Equipment can be de-
signed in such a way that its function is indefinite or that Visual design
you can use it in different ways. For example, a roof can
also function as a slope or a slide. Try to keep the equipment simple in form, colour and
decoration. Do not overdo it with decorations or pat-
When you design equipment, make sure it can be ac- terns. Use complementary colour contrasts only to ac-
cessed in different ways. You can provide various access centuate certain elements, such as handles or exits for
and exit routes with various levels of difficulty. This way, people with impaired vision. Use a softer contrast (dif-
a simple tower with a slide turns into a play tower with ferent shades of the same colour or similar colours) for
many possibilities. the overall design.

Design infrastructure and places that can change over Inclusive design means all children are welcome and
time. This can happen naturally as plants and trees grow can participate in the action in the same way. There-
and change, but it can also be done constructively by fore, all equipment should have the same visual appeal.
building equipment where modules can be added or Avoid stigmatising the design of products specifically
parts can be replaced or swapped. Places that can be designed for users with disabilities. Design devices with
manipulated by children themselves can also be very simple functionality as opposed to devices with com-
challenging. plex and expensive safety mechanisms.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 29
 Sensory experiences
Sensory experiences are interesting to all children. A
playground does not have to focus solely on movement
or motor play. Other senses can create interesting play
opportunities as well. For example, you can stimulate
the sense of touch by using touch panels with different

Illustration: 7 textures, hardness or temperatures.

Natural elements create a nice atmosphere and a visual

cohesion, but they also provide exciting play opportuni-
ties. Simple hills, trees, boulders or bushes can be the
• Wall playing element with sensory and tangible play best playgrounds. Create height differences, lookout
points, excavated wells, elements to play hide-and-
panels, with 1 or 2 kids playing seek, crawl under or sit behind. Tunnels, playhouses or
• design of the panels is rather geometric and non a low-hanging tree canopy offer many possibilities, as
figurative long as they are accessible to everyone.
• You can use the image attached as inspiration
Loose natural elements such as acorns, sand or peb-
bles offer excellent opportunities for fantasy and con-
structive play. Make sure the elements are accessible to
everyone by laying paths between trees and providing
play tables at the right height.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 31
 PARTICIPATION
Invite everyone

The chance to meet and participate in play activities together is what

makes public playgrounds so special. Ensure that all children can par-
ticipate in the playground experience in a way that fits their abilities
and fulfils their needs.

ferent children and parents. Coaches can be profession-

Social context of playgrounds als or volunteers and they can be directed and support-
ed by a local or regional authority.
For all kinds of reasons, active participation between
children on a playground is not easy to obtain. To
achieve a form of participation, it has to be actively or-
ganised and stimulated. This can be done top-down (by
a local or regional authority) or bottom-up (by a group
of parents and children taking matters into their own
Support social play in all its forms
Create options for all the social forms of play. Some chil-
Illustration: 8
hands). dren prefer to keep to themselves, others prefer to play
together.
One option is to start up and support youth organisa- • Sketch of a bunch of kids playing wheel-
tions that work with children with disabilities and their Create options for onlookers. Before they throw them- chair-basket
parents. This could be, for example, a club that meets selves into the hustle and bustle, some children need • You can use the images attached as inspira-
every weekend for an open play activity in a playground. some time to observe. This can be done, for example,
A club can organise transport, gather the children and from a bench or an observation tower near the play- tion
go to playgrounds as a group. If children move in groups, ground. This space can also be used when children need
they are less likely to feel intimidated. It doesn’t have to a break or by carers who like to stay nearby.
be big or complicated. Four or five children with a van
and a supervisor is a good start. Depending on its potential users, a playground must
be large enough to accommodate a sufficient number
Another idea is to bring in outreach coaches for inclu- of children and to provide space for children who need
sive play. These coaches can work in playgrounds during physical separation. In addition, a playground must be
busy summer days to help, stimulate or guide children. equipped with resting areas. These may be part of a play
They can be facilitators who build bridges between dif- facility or may be located slightly outside the play area.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 33
Emotional safety Participation in the design process
Some children are easily over-stimulated. Those child- For any kind of design process, and specifically for ur-
ren can benefit from areas that reduce stimuli, for ban design, it is important to consider the people who
example in the form of small cocoon-like semi-enclosed will eventually use the space or infrastructure. Address
spaces furnished with soft stimuli. Make sure that these potential problems proactively by using a participatory
are wheelchair accessible. approach.

Some children need (physical or emotional) support Users are not always verbal in expressing their wishes
from an adult. Make sure that they too have access to or problems. It is difficult for many people to indicate
the playground and/or near the equipment. This can exactly why something does or doesn’t work for them.
simply be a bench next to the playground. That’s why it is so important to listen carefully and with-
out prejudice. Alternatively also observation of user
Children who have difficulties with verbal communica- behaviour can provide good understanding of what chil-
tion can benefit from a communication board with a dren or other users really want or need.
graphic representation of the playground and its diffe-
rent parts. In addition, a board like that can contain a
series of pictograms with different emotions and acti-
ons that children can point at to express themselves. An
example of widely used symbols are the “picture com-
munication symbols” developped by mayer & johnson.

Nothing About Us
Without Us
An important first step in designing a playground is to get in touch with its
possible future users. How many children live in the neighbourhood? What
are their wishes and desires? Are there children with special needs? Are there
schools or organisations in the neighbourhood? An inclusive participatory ap-
proach provides the best insights.
Meaningful participation and co-creation imply that playground users have the
opportunity to express their ideas, show their capabilities and influence deci-
sion-making. This can be applied in different forms and at different levels of
involvement and often creates new perspectives. Children can express their
own needs and wishes. If they cannot use language to do so, simple interac-
tion and observation while playing can also reveal much about their skills and
preferences.

Inclusive play - Comprehensive guidelines for building inclusive public play provisions (cc) KBT nv. - 2022. p. 35
References
The ideas and models used in this brochure where deve-
loped based on numerous conversations with parents,
children, caregivers, therapists and other experts. In
addition, many ideas have been checked against publis-
hed scientific sources and research.
The researchers, projects and publications listed below
are recommended sources of valuable information.

(1) Helen Lynch, Alice Moore, (2019), Community Parks

and Playgrounds; Intergenerational Participation
through Universal Design

(2) Ines Wenger, Christina Schulze, Ulrica Lundström

& Maria Prellwitz (2020), Children’s perceptions of
playing on inclusive playgrounds: A qualitative study

(3) Serenella Besio, Daniela Bulgarelli, Vaska Stancheva-

Popkostadinova, (2017), Play Development in Children
with Disabilties

(4) P4Play - European Joint Doctorates programme in

Occupational Science for Occupational Therapists:
https://www.p4play.eu/

(5) Susan Herrington – 2006 – The design of landscapes

at child-care centres: Seven Cs

Inclusive play - Comprehensive guidelines for building inclusive public play provisions