Dreams becoming reality in Ottawa, Ill.

Posted on December 18, 2015 by PlayLSI

Earlier this year, we hosted the Legacy of Play Contest along with Kiwanis International to bring a playground to a deserving community. The winner of the contest was the Kiwanis of Ottawa, Ill., who received $25,000 in Landscape Structures playground equipment.

LIncoln-Douglas-Park-freestanding_Ottawa-Kiwanis

Phase I

Ottawa, Ill., is home to more than 18,500 people, and 13 percent of the community’s children live with a disability. However, Ottawa does not have a park that welcomes children of all abilities. In order to change that a group of volunteers founded PROJECT INCLUSIVE, and their first project was to build an inclusive playground in an existing city park. The goal of the project is to reimagine an area that fosters relationships, family and pride—allowing PROJECT INCLUSIVE to shine for all members of the community.

Phase II

Now, six months after the Legacy of Play Contest award was presented to the Kiwanis of Ottawa, Ill., the group is well on their way to making their dream a reality. PROJECT INCLUSIVE is developing the project in two phases—first, the freestanding play components and second, the inclusive playstructure. And if all goes as planned, the community of Ottawa will have the start of their inclusive playground by early next summer!

Planning for inclusion on World Autism Awareness Day

Posted on April 2, 2015 by PlayLSI

Today marks the eighth annual World Autism Awareness Day. This day brings autism organizations around the world together to help raise awareness about the disorder affecting nearly 1 in 68 children. Because of these stats and the fact that there are one in seven children in the U.S. living with a disability, we took a close look at public playground requirements for children with disabilities by conducting a survey of nearly 900 parents of children 12-years-old and younger.

More than half (57 percent) of all parents asked about playground requirements for children with disabilities, mistakenly believe playgrounds are required to have elements designed for children with autism spectrum disorders, Down syndrome, and visual and hearing impairments. That means that people who think they’re designing an inclusive playground based upon ADA standards are really only designing to the minimum requirements and could be missing a huge need in their community.

Over the past few years, we’ve learned about a desire to include sensory play experiences and multigenerational opportunities for social interaction. Planners also want to make sure the community or school playground offers enough challenge for children who are typically developing as well so that there are opportunities for healthy interaction among children of all abilities. Our survey echoed that idea… nearly 75 percent of parents believe it is important that their children have an opportunity to play with a variety of children, including those with disabilities.

Overall, when planning an inclusive playground, inclusion should be used as a guiding principal—a checkpoint that you continue to question, “How are we fulfilling this need?” Learn more about inclusive play at playlsi.com, and see more results from our Inclusive Play survey.

One year of inclusive play in Russia and counting…

Posted on February 12, 2015 by PlayLSI

This week marks the one year anniversary of the opening of the first inclusive playground in Russia. Together with our partner in inclusive play, Shane’s Inspiration, we designed the fully inclusive and accessible playground to deliver a nature-inspired play experience. The natural playground design in addition to the sensory-stimulating and developmentally appropriate activities will welcome children and families of all abilities.

The installation of the accessible playground equipment was in association with the 2014 Olympic and Paralympic Winter Games in Sochi. Read more about this playground first here.

Creating an Inclusive Play Movement

Posted on May 22, 2014 by PlayLSI

Recreation Management kicked off its new Webinar Educational Series in February, which was designed to provide participants with an in-depth look at some of the top issues and challenges in the recreation industry. We’re proud to have sponsored the first webinar in the series, which discussed the best ways to bring inclusive play from imagination to reality.

Experts discussed methods for creating effective public/private partnerships, building funding and support for inclusive play, and ensuring that playground designs are truly inclusive—along with ways to facilitate playing together among children and caregivers of all abilities. Watch the recording, and then visit playlsi.com to learn more about our commitment to inclusive play.

Honoring champions of inclusive play

Posted on March 12, 2014 by PlayLSI

On Saturday, March 8, Shane’s Inspiration held its annual Gala Celebration at the Beverly Hills Hotel Crystal Ballroom. Themed An Evening of Motown, attendees came together to help raise funds for Shane’s Inspiration and their inclusion programming in addition to celebrating three amazing champions of inclusive play.

Former Vice President of Ecuador Lenin Moreno was presented with the Inspiration Award for his work in advancing social inclusion and bringing the first inclusive playground to Ecuador. The 8,880 square-foot inclusive playground, which opened on Nov. 22, 2013, features playground equipment specifically designed to promote integration among children of all abilities.

Additionally, Universal Studios Hollywood’s Discover a Star Foundation received the Community Leadership Award for its work of providing financial assistance to neighboring nonprofits linked to children’s causes and homeless intervention, and Richard D. Kessler was honored with the Humanitarian Award for his strong community involvement and support of Shane’s Inspiration.

Congratulations to all of these champions of inclusive play!

Inclusion in Ecuador

Posted on December 12, 2013 by PlayLSI

As we mentioned last month, our partnership with Shane’s Inspiration helped us bring the first inclusive playground to Ecuador! On Friday, Nov. 22, Paúl Granda López, Mayor of Cuenca, our president, Pat Faust, and the team from Shane’s Inspiration celebrated the grand opening of the 8,880 square-foot inclusive playground. The event welcomed more than 200 children of all abilities, many who were experiencing swinging and playgrounds for the very first time in their lives!

Former Vice President Lenin Moreno, an extraordinary champion for the rights of people with disabilities, initiated the concept of the inclusive playground, inspired by his own personal journey as a paraplegic and his discovery of the healing power of laughter and play therapy.

Read more about the inclusive playground in Cuenca as well as the social inclusion workshop that Shane’s Inspiration held for more than 80 university students majoring in special education.

Laying the foundation for change

Posted on November 7, 2013 by PlayLSI

Our partnership with Shane’s Inspiration, a non-profit organization dedicated to improving the lives of children with disabilities, has allowed us to positively impact many children, families and entire communities. And we’re excited to say that our partnership is helping bring inclusive play to Ecuador! In a matter of weeks, the Municipality of Cuenca will open its first inclusive playground (the first in the entire country!), which will help promote integration among children of all abilities.

Learn more about the project and see a few in-progress photos from our friends at Shane’s Inspiration.

Acceptance of all…in a lunch box

Posted on August 27, 2013 by PlayLSI

As many students and teachers head back to school, it’s important to think about inclusion in the classroom as well as on the playground. Socialization at school can often be struggle for children with special needs, and their isolation may have a damaging effect. That’s why Shane’s Inspiration created the online Inclusion Lunch Box program.

The Inclusion Lunch Box program is an interactive elementary school program that promotes social inclusion and reduces bullying toward children with disabilities. The program works in a simple, three-step process:

Students between grades 3 and 6 participate in a 60-minute ability awareness workshop, during which they use written and hands-on exercises and group discussion to explore common misconceptions and perceptions about disabilities. They learn to distinguish between fact and fiction.
Students with and without special needs are then paired at an inclusive playground to spend the day playing with and learning about each other. Using a variety of toys/games/activities, children of all abilities are supported as they connect.
In a post play date workshop in the classroom, students consider how their perceptions shifted about themselves and people with disabilities. Following the initial program, teachers can continue educating students about ability awareness throughout the year via humanities-based activities.

We support this program of Shane’s Inspiration, and their efforts to make it available to elementary schools throughout North America. The Inclusion Lunch Box program includes step-by-step guides and materials to facilitate classroom and playground workshops, plus a follow-up academic curriculum. Even more, Shane’s Inspiration staff is available for ongoing support to teachers and administrators.

Designing to meet ALL children’s needs

Posted on December 4, 2012 by PlayLSI

This week (Dec. 3-7) marks Inclusive Schools Week, which celebrates the progress that schools have made in providing supportive and quality education to increasingly diverse student populations. This week, educators, students and parents are encouraged to discuss how to continually ensure the inclusion of all children regardless of ability, gender, socio-economic status, cultural heritage, language preference and other factors.

JT’s Grommet Island Beach Park & Playground for Every “Body,” Virginia Beach, Va.

At Landscape Structures, we’re using Inclusive Schools Week to educate playground planners on the importance of creating truly inclusive play spaces. In addition to thinking about accessibility on the playground, planners need to consider children with sensory deficits and other developmental issues to ensure inclusion.

Creating an inclusive playground may sound like a daunting task for your school or community, but by following simple design criteria you can create a play space that welcomes children of all abilities. We use a design philosophy that addresses the environment, the play experience and variability. The combination of these elements allows every child to choose how they want to engage in the playground. Our design philosophy is influenced by the Seven Principles of Universal Design to help us increase the usability, safety, health and social participation of our play environments.

Morgan’s Wonderland, San Antonio, Texas

Browse our Playspace Design brochure to learn more about our design philosophy, and then go here to get more information about our commitment to inclusive play.

Guest Blog: Building social bridges at NAEYC

Posted on November 21, 2012 by PlayLSI

This post comes to you from Marnie Norris, director of programs at Shane’s Inspiration. Earlier this month, she presented at the 2012 National Association for the Education of Young Children (NAEYC) Conference. Marnie’s session, titled Together, We Play! discussed how to use play-based techniques, including peer buddies, to integrate children with and without disabilities, support children with sensory and communication differences, and minimize conflict opportunities. Read below for ideas she shared as well as took away from the discussion.

At a major conference with thousands of attendees and a wide variety of sessions to choose from, you always wonder how needed your information is…how much is social inclusion on the minds of early childhood educators?

As the room filled up two weeks ago in Atlanta, it was clear that teachers, principals, and professionals need tools to support the social interaction between students with and without disabilities…interaction that can happen spontaneously in early childhood but not always consistently.

Here are few tips and tools that we shared with each other during our workshop:

1. Start ability awareness early…in Kindergarten, a book and guided discussion, followed up by consistent interaction through play, is enough (We Can Do It! By Laura Dwight, Susan Laughs by Jeanne Willis). At that age, we focus on the fact that everyone has a hard to and a can do. For some, the hard to may be walking or for others talking. Help the students to connect their can dos and hard tos! Together, we can do.

2. Turning the challenge into the tool…if you have a student unable to connect through play find out what he/she is focusing on (ex: my student does nothing but spin the wheels on the train…find a peer who loves playing with trains. Let the peer hold the train while his buddy spins the wheels as a start. Give them time away from the group and excess stimuli to explore trains together.)

3. Flexibility in group activities…if you have a student interested in but unable to interact with the group, isolate one or two of her peers and let them play as a small group. Once the connection is made with a smaller number of children consistently, she may be more drawn in to circle time/group play.

4. Grouping the students…if you have a few students with disabilities in your classroom, create play groups consisting of two or three students with typical abilities and a student with disabilities. Give the groups identities: Bears, Penguins, Butterflies. Let them use the playground or indoor space as a group to encourage social interaction in smaller numbers.

5. Sensory stimulation…many teachers spoke about students having tantrums/outbursts because of being over stimulated. Find out what your student’s sensory profile is: is he triggered by sound (if so, is it specific or the wall of noise), touch (too much light touch, too little deep pressure on their bodies), light/color, etc. If you can, have Mom and Dad share what triggers him at home. Then you can modify his environment to support the sensory needs: some students are under-sensitive to touch and need bigger movements, deeper hugs or weighted jackets to help them register the sensation.

Most importantly…keep trying! Creating awareness and understanding in students (and adults) as to how our peers who have differences communicate, feel and socialize will help everyone. Combine consistent play with that awareness and you have a powerful foundation for social bridges!

Together We Play

Bringing the magic of play to communities.

Category Archives: Inclusion