‫מאגר הידע‬
‫• מצגת להרצאתו של‪ :‬בן ריצ'רדס‪ ,‬אוסטרליה‬
‫• שם ההרצאה‪ :‬משחקים אגב שילוב‪ :‬כיצד נוכל לבנות קהילות טובות יותר‬
‫• ההרצאה התקיימה במסגרת הכינוס הבינלאומי השישי בתחום המוגבלויות – בית איזי‬
‫שפירא‬
‫• שנה‪2015 :‬‬
PLAYING AT INCLUSION
Beit Issie Shapiro 6th International
Conference on Disabilities 2015
INTRODUCTION
• Inclusive play is an important step in creating inclusive
communities.
• Like all playgrounds inclusive playgrounds rely on ACCESS and
ENGAGEMENT.
ACCESS
• Access is not just a physical issue, but also social and emotional.
• Social access includes gathering spaces and spatial arrangements.
• Emotional access for neurologically impaired users requires a
space that is predictable. This is done using environmental cues.
CUEING
Environmental cues are the design
intervention that allows access to a
playground for those with an ASD.
Colouring or texturing the ground plane
assists in way finding in secondary
spaces for those with an ASD and visual
impairment.
ENGAGEMENT
Access alone does not make a space inclusive.
Engagement requires the user’s ability to be the measure not age.
Opportunities for inter-generational play.
Graduated challenges ensure the activities aren’t intimidating.
Single use equipment allow those with an ASD to assess potential
social and physical contact.
• Opportunities for Individual, Parallel and Group play
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EQUIPMENT CHOICES
CONCLUSION
• Requirements for Access and Engagement of those with a disability
are not special needs, they are just needs.
• Inclusive playground design is creating a space that caters to the
diversity of the people that want to use it.
• An inclusive playspace looks no different than a traditional
playground, its difference is in how the design interventions are
interpreted by the users.