YOUR FORUM FOR PLAY, SPORTS UND LEISURE AREAS
All children have the right to play in particular in open spaces. The new DIN 18034 (09.2012) Playgrounds and Open Spaces for Play has specified this explicitly for all public facilities.
Consequently the much-discussed topic of inclusion, in other words the definite inclusion of people with disabilities, in particular children and adolescents in play areas and open spaces must at least be taken into account in future planning considerations. Integration and inclusion of people with disabilities and special needs is increasingly gaining socio-political attention and importance.
DIN 18034 Point 4.2.2.7 Barrier-free use states: Playgrounds must be designed to make them accessible to people (children) with restricted capacities and to let these children use them (in conformity with DIN 18040-1 Planning principles for dwellings and E DIN 18040-3 Planning principles for public transport and open spaces). Where there are playgrounds and open spaces for play, barrier-free play opportunities must be provided (see DIN 33924). The children must be able to use the facilities largely independently of help from others.
In the Eighties this philosophy of barrier-free play facilities in the open air was already recognised and implemented by groups who had an interest in the future, such as play equipment manufacturers and landscape contractors.
Barrier-free projects, realised as examples, which were initiated by virtue of the best possible planning, show that without incurring increased costs "play for all", in other words people, children and adolescents with and without disabilities, is possible in playgrounds and open spaces; this is especially true of new installations.
Therefore, companies which manufacture play equipment and facilities for open spaces are already putting the logo, "barrier-free" on their products.
Some firms are already leading the movement throughout Europe, as for example the Kinderland Emsland Spielgeräte Company.
It is, however, still essential that barrier-free products are checked for fitness for use by qualified personnel, since the misuse of products and information issued to distort competition are unavoidable. The application of DIN 33942 Barrier-free Playground Equipment contains the relevant requirements.
As early as 1992, the educationalist, Professor Günther Opp and the landscape architect, Lothar Köppel published guidelines for "playgrounds for all", which are still current and trend-setting today. Play and learning opportunities should be available to children with disabilities and special needs. Children with special needs e.g. children with impaired vision or hearing or mobility, intellectual disabilities etc. must be given the same opportunities to play, communicate and take part in the life of the community. This applies also to play areas and open spaces set aside for play. Inclusive and barrier-free means that the play space, playground or open space set aside for play must be accessible and usable without restriction for all children, adolescents, adults and older people. Everyone, with or without disabilities or with special needs should be able to play together on the same footing. Exemplary barrier-free projects have demonstrated that an innovative, forward-looking generation of play facilities can be designed in the future under the slogan, "Barrier-free starts in the mind".
An example of a barrier-free play landscape ‒
the Bavarian State School for Disabled Children in Munich
The renovated play landscape at the Bavarian State School for Disabled Children is a model project for barrier-free play in a public space, which can also be used by everyone, even if they have no disability. This barrier-free facility was the first trend-setting play facility constructed in Germany and it has existed for over 30 years now. DIN 33942 Barrier-free Play Equipment takes its direction from this model play landscape, which can be experienced over barrier-free play ramps, which you can step on and off at various heights. It demonstrates a high play value with a variety of interesting play processes.
Shaded by mature trees, the communicative play platform is accessible to young children, big and small children, as well as Gran and Granddad, to people with prams, to children in wheelchairs and with multiple handicaps and from there they can play all the way down to the exit level.
The playground has been supplemented with a barrier-free walk-in play circuit without curbs and bumps with raised flower beds, play showers, sound walls, sound barriers and many optical, acoustic and tactile play points. Playing in the circuit trains all the senses; an experience for everyone, not just for children with disabilities.
Transformation of a school playground to a barrier-free play landscape
The project was defined as the creation from start to finish of the public school playground, with the highest priority being that it must be completely barrier-free in use. The core of the play area is a semi-circular, barrier-free wooden ramp construction, with play elements integrated into its railing. This leads to a green classroom at a height of 2.50 m where one of the features is a slide leading back down. The centre of the classroom is formed by a mighty mountain oak, which was already growing there and which was integrated into the play construction; it also provides shade on hot days. Both beneath the green classroom and beneath the ram construction there are play areas, which are accessible on foot or in a wheelchair. This is reached by the special polyurethane-bonded, porous path, which alternates with areas protected against falling with a similar good wheel-chair accessible, porous rubber coating and which covers the entire playground area. The children's fervent wish was to have a large swing park with plenty of variety alongside the new play facilities: this now adjoins the play construction to the west. This offers a wealth of different opportunities to swing, such as hammocks, a bird's nest, a swing seat, a complex of various types of swing etc.
Above the play construction there is a large free area, which is ideal for movement games and into which a sand play area has also been incorporated.
Barrier-free play and experience path to the north
The area to be planned is located on the eastern side of the school building, north of the main entrance, which contained only expanses of lawn with a relatively mature stand of trees already growing there and consequently it was of little use for the pupils.
The aim was to turn this relatively shady eastern area into a barrier-free play and experience area. The conditions for this scheme were ideal, in that the designated area can be completely closed off and the necessary peace and quiet results naturally, while it can also be used therapeutically for individual groups.
This special area contains the following elements:
Conclusion
The integration into the landscape and creation of barrier-free play landscapes requires particular care and experience. Skilled landscape architects and specialists are indispensable in the planning and creation of barrier-free play landscapes, as is currently required by DIN 18034 "Playgrounds and open spaces for play" (requirements for planning, construction and operation).
Photo: Lothar Köppel & Barbara Grundner-Köppel Landscape Architects
