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.