Evaluating the Accessibility and Inclusiveness of Community Playgrounds in Australia for Children with Disabilities

Courtney Glass and Claire Flemmer ()
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Courtney Glass: Independent Researcher, Melbourne 3016, Australia
Claire Flemmer: School of Built Environment, Massey University, Palmerston North 4410, New Zealand

Disabilities, 2024, vol. 4, issue 4, 1-10

Abstract: Play is vital to the wellbeing of children, but playgrounds can be inaccessible to children with disabilities and limit their physical and social participation. This study evaluated the accessibility/inclusivity of twenty-five free-entry playgrounds in two Australian states and investigated whether location, construction age, and regional socioeconomic status affected accessibility/inclusivity. The New South Wales Government’s Everyone Can Play: Playspace Evaluation Checklist was used as the assessment tool with a maximum score of 156 points. Playground scores ranged from 29% to 96% of available points. The average score for destination playgrounds was significantly higher (78.0% ± 16.6%) than that for neighborhood playgrounds (54.5% ± 20.7%). Modern playgrounds generally scored higher than older playgrounds. Regional socioeconomic status did not correlate with playground score. The audit tool inadequately addresses the needs of children with disability, allocating just 24 points (15.4%) to features they need and mostly considering mobility impairment. More inclusive audit tools that capture the needs of a wide range of impairment should be developed. Main areas for improving playground accessibility include wayfinding, layout, signage (including braille, auditory, and pictorial information), and sensory and cognitive play opportunities. These findings are useful for stakeholders involved in the design, provision, and maintenance of community playgrounds.

Keywords: disability; playground; accessibility; children; park (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2024
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