Design Framework

The design process outlined is based on a method that involved ongoing user participation. This means that end users (children and families) were involved in the planning, design development and construction components of each all abilities play space.

This translates to:

• Planning phase — understanding the needs and wants of the users with respect to the proposed environment and barriers that are experienced in existing playgrounds.
• Design development phase — ensuring the design captures the ideas of end users, responds to their needs and removes the barriers identified in planning phase.
• Construction phase — is not just about watching the area develop into the play space, rather it is about continuing the community's interest and developing ownership by engaging community members in the building process.

The former Disability Services Queensland developed a comprehensive User Participation in Design Framework based on these principles. First published in 2007, the design framework was compiled to inform and guide local governments, design professionals and all other stakeholders involved in the planning, design and construction of all abilities playgrounds.

Design approach: removing the barriers in play space design

All abilities playgrounds are play spaces where children of all abilities can play side-by-side with their siblings and friends, socialising and learning core skills which are a fundamental part of children's development.

The playground designs should focus on maximising the play experience, so that children of all ages and abilities can be active participants in interactive, challenging and inclusive play. Involving children with and without disabilities, and their families, in the design process enables them to have a voice and exercise control over how their needs are addressed in their local playground's design.

Designs need to be responsive to what happens in playgrounds. For example, 'accessible' designs should not just focus on access in terms of physical access, that is, a ramp to a structure or pathways. What must also be considered is the selection of play elements that will provide children with ample learning opportunities and social interaction with their peers and siblings.

Play can enrich children's learning in various developmental areas, such as:

• emotional
• social
• cognitive
• physical.

Outdoor play is a particularly important part of children's development. Well-designed outdoor play spaces allow children to play in a natural, outdoor setting, explore their world, learn new skills and socialise with friends and siblings. This need to learn and grow from play is no different for a child with a disability.

User participation in the creation of all abilities playgrounds

The Queensland All Abilities Playground Project encourages participation of playground users (children and families) throughout the creation of process. Ways to achieve this include:

1. Involving children and their families in planning of the playground.
2. Establishing a community and/or family reference or focus group to make collective decisions regarding issues that were identified during design development.
3. Establishing a community project as part of the construction of the playground, such as a planting day or an art project.

The following three pictures, courtesy of the Glasshouse Country News, were taken during a community planting day held in February 2006 at Pioneer Park — the state's first all abilities playground initiated by the Queensland Government. The planting day saw families, and former DSQ and council staff come together, symbolising the community spirit which played a leading role in the project's success.

Note: If you are not able to access PDF files located on this webpage, please contact the Disability and Community Care Services to request a copy via email or post.