Beginning

Borrowing a neologism dear to Claudio Imprudente (*), we will use the term “differently-abled” instead of disability in these guidelines.
The word “disability” underlines, with its negativity, the idea of incompleteness, lack of, limited abilities of a person who is branded “non-able”.

Instead, the word “differently-abled” leaves room, with a positive spirit, for the recognition and development of the abilities of each individual, as big or small as they might be.


(*) Claudio Imprudente is the President of the Handicap Documentation Centre of Bologna. He set up the “Progetto Calamaio” which offers training courses on the diversity and the new culture of handicap in the school and work environment. He is also writer, journalist, and editor of the magazine “Hp-Accaparlante”

What special needs?

These guidelines suggest what activities need to be undertaken to ensure the accessibility and use of playgrounds by differently-abled children and helpers.

But different abilities, and therefore the different skills, are as many as humans themselves, each with their own limits and needs.

It is unconceivable to think of suggesting in one document and once and for all the planning activities and technical solutions for toys that can be used indiscriminately and by all, without any exclusion or even partial exclusion.

Therefore, it has been decided to consider, at least initially, the special needs of individuals with limited motor abilities and those suffering from serious visual impairments

Universal Design

Universal design is a term that can be used to identify any planning activity, in whatever sector it is performed, which, on the basis of a number of general pre-set principles, considers the specific needs of consumers with reduced abilities.

The concept of universal design comes from architecture and the sector of product design, sectors where the ability to meet the requirements of the greatest number of clients possible is of vital economic importance.

Moreover, the application of the principles of universal design, allowing consideration of the needs of different categories of product users above all else, considerably reduces the cost of any subsequent modification, which is not always possible.

Among other things, products designed to be used also by clients with limited abilities are greatly appreciated also by those who do not suffer from these limitations. For example, parents with a traditional buggy will also appreciate access to playgrounds built in a way that can be used by a child in a wheelchair, or who accompany their child, pedalling a tricycle as well as anyone who walks a little unsteadily with the aid of a stick.

Putting together playgrounds, therefore, is an activity to which the principles of universal design fits very well, both as regards accessibility to an area, and use of the toys.

The principles of universal design are:
- Equality of use
- Flexibility of use.
- Simple and intuitive use. The use of products must be easy to understand, independently of the user’s experience, knowledge, language experience, or concentration ability.
- Accessible information
- Tolerance to errors
- Minimum physical effort
- Size and space for the use suited to any user, without limits of ability of movement, posture and body size

For all

One of the most solid foundations on which these guidelines are based, is the conviction that playgrounds should be conceived and constructed in a way that makes them usable by all, without any separation or distinction generated by the specific toys for differently-abled children, or areas dedicated solely to individuals with special needs. So much so that the solutions adopted to respond to the special needs of differently-abled individuals are often appreciated also by those who do not have direct need of them.