INCLUSIVE PLAY
Playing is for everyone, regardless of physical or intellectual skills. All children have a fundamental right to play, enshrined in the International Convention on The Rights of the Child. However, this right is hardly fulfilled in practice for children with disabilities. And that’s not without consequences. It is high time that something was done about it!
With our design concept for inclusive play, everyone can participate, young & old, with and without a disability. Because playing together is for everyone!
INCLUSIVE LIVING ENVIRONMENT
Children with disabilities often have few or no friends around to play with. So it is not surprising that in later life a large proportion of adults with disabilities feel lonely and a certain degree of social isolation lurks. By setting up the environment in such a way that everyone can play and move (together), we contribute to an increasingly inclusive living environment in which everyone feels welcome. For this we use a design concept for inclusive play.
WORKING TOGETHER FOR PLAYING TOGETHER
For the design 
of play areas, together with the stakeholders (think of supervisors, municipalities, designers, schools, neighbourhood initiatives and of course the children and young adults themselves), we look at where the wishes and needs lie. And tailor the design accordingly. This creates a design that is supported and embraced by everyone involved. Working together to play together.
OUR TIPS FOR for play together places & an inclusive living environment:
✔ Create enough support. Consult local residents, children, parents, schools, care institutions, etc.;
✔ Provide a total picture: both practical factors with.b regard to physical accessibility and devices, as well as the ‘software’: create a nice welcome total environment, where every child and every visitor feels comfortable;
✔ Involve a wide range of play options, such as wheelchair-friendly play options, as well as auditory, visual and cognitive/educational elements;
✔ Take into account the 4 human types ‘Energizers, Structure seekers, Builders and Observers‘;
✔ Take interplay for granted, don’t treat it as ‘something special’;
✔ Involve stakeholders in the entire process, even after placement & realization; working together, by working together;
✔ Identify additional funding opportunities, such as funds and grants.
✔ Raise awareness of the play area so people can find the place.
Need help making a concrete plan of action? We are happy to help you, contact us today!
PART OF PRODUCT DEVELOPMENT
In our product development, we are already looking at the wide applications of a product at the very beginning, on the design table. For example, our new product lines have been looking at possibilities for inclusive play since the design process. Devices that have been in our range for a while will be handled in the same way when upgraded. Think of the accessibility of the playground equipment, but also interactive, auditory and visual aspects. This also allows disabled children to play along. This makes playing together even more fun!
INCLUSIVE PLAY AND EXERCISE
Inclusive play is therefore, where possible and desired, intertwined in the designs of both play locations, care gardens and playground equipment. For example, we offer solutions for:
- auditory limitations (stimulation of other senses such as smell & touch through fragrant planting and educational walls)
- visual impairments (clear use of colour in playground equipment and planting, feel walls, sound instruments)
- cognitive or neurological impairments (pike rooms, interplay)
- physical limitations (e.g. accessible play equipment, fitness equipment for seniors/wheelchair users)
