Design and analysis of outdoor playground equipment

accessible for all kids including those with special

needs

by

Makris Thanasis

Master of Science

in

Advanced Industrial and Manufacturing System

August 25 2007

Greece, Athens

Keywords: Playground equipment, play area, accessibility, disability

Design and analysis of outdoor playground equipment
accessible for all kids including those with special
needs

by

Makris Thanasis

Master of Science

in

Advanced Industrial and Manufacturing System

(ABSTRACT)

When it comes to playgrounds one thing is for sure, parents care about
the safety of their children. Since 90’s various organizations have been
working to improve playground safety, proving that safety concerns
abound when children are involved. Not only do these political and
social problems demand attention, but economics also play a role in
playground safety.

As people became more concerned about playground safety, the

government, specifically the centre for disease control, started to keep
track of injuries and deaths while providing information on how to
prevent injuries. Also, various social organizations started in order to
regulate what types of equipment are being manufactured and to insure
safety. Among these are, the American Society for Testing and
Materials (ASTM), the Handbook for public Playground safety (HPPS)
the Canadian Standards Association and the European Standard EN
1176-77 (general safety requirements and tests methods). So, when

ii
certification from at least the ASTM or Canadian Standards Association
or European Standards.

PLAY AREA TERMS

For the purpose of this thesis, the following definitions are applied.

Accessible

An accessible space between elements that provides clearances

appropriate for use of the elements.

Accessible route

A path connected with all accessible elements and spaces of

equipment.

ASTM

An organization “American Society for Testing and Materials”

ADA

Americans with Disabilities Act

Climbing equipment

A component that allow user to move on, or in it by the use of hand and
foot support.

Elevated play component

A play component that is a part of a composite structure and is

approached above or below grade.

iii
Guardrail

Support prevent user from a falling or passing beneath.

Ground level play component

A play component that is approached at the ground level.

ICIDH

The International Classification of Impairment, Disability and Handicap.

Playground equipment

Equipment and structures attached or functionally linked, to create one

integral unit that provides more than one play activity.

Play area

Sites where many play components are installed. These components

are designed specific for kids.

Play component

An element where offer opportunities for play, socialization or learning.

Playing surface

Surface of a playground from which the use of the playground

equipment .commences and which consist on the impact area.

Platform or deck

A raised surface from the ground

iv
Ramp

An inclined surface on which a user can ascent or descent.

Handrail

Rail helps users keep on balance.

Use zone

The area which estimated to be cleared while the kids use the activities
of the structure. This is the play surface upon which it is predicted a
user would land when falling when exiting the equipment. This area is
determined by the European or the American Standards.

v
 CONTENTS pages
Chapter One -Introduction- 1-5

1.1 -Play areas and safety- 1

1.2 -Accessible area safety- 1-2

1.3 -Elucidation of the problem- 2

1.4 -Thesis overview- 3

Chapter Two -Prior research- 4-5

Chapter Three -General about disability- 8-15

3.1 -Definition of disability- 8

3.2 -Who are disabled people?- 8-9

3.3 -What policies exists- 9-10

3.4 -Types of disability- 10-12

3.5 -Nature and causes of physical impairment 12-15

Chapter Four -General safety requirements- 16-40

4.1 -The value of play- 16-17

4.2 -Why accessible playground- 17-18

4.3 -Types of play activities- 19-20

4.4 -General safety requirements according

To prEN 1176-1:2006 20

4.4.1 -Materials- 20-21

4.4.1.1 -Flammability- 21

4.4.1.2 -Timber and associated products- 22-23

4.4.1.4 -Metals- 23

4.4.1.5 -Synthetics- 23

4.4.1.6 -Dangerous Substances- 23

4.4.2 -Design and manufacture- 23

4.4.2.2 -General- 23

4.4.2.3 -Accessibility for adults- 24

vi
 4.4.2.4 -Protection against falling- 24

4.4.2.5 -Grip and grasp requirements- 24

4.4.2.6 -Finish of equipment- 24

4.4.2.7 -Moving Parts- 25

4.4.2.8 -Protection against entrapment- 25

4.4.2.9 -Head and neck entrapment- 25

4.4.2.10 -Entrapment of clothing or hair- 25

4.4.2.11 -Entrapment of the whole body- 26-27

4.4.2.12 -Entrapment of fingers- 27

4.4.3 -Determination of spaces and areas 28

4.4.4 -Connections- 28

4.4.5 -Consumable components- 28

4.4.6 -Foundations- 28-29

4.5 -Additional basic guidelines for accessible 30

Play area-specifications

4.5.1 -

4.5.2 -Play component- 30-31

4.5.3 -Accessible routes- 31

4.5.3.1 -Ground level accessible route- 31

4.5.3.2 -Elevated accessible route- 32-38

4.6 -Information to be provided by the 39

manufacturer-
4.7 -Inspection and maintenance information- 39-40

Chapter Five -Design Process analysis of the structure- 41-64

5.1 -Best selection of activities- 41

5.1.1 -Adaptive playground equipment- 42

5.1.2 -Selection of fun activities- 43-44

5.2 -Design review of the construction- 44

5.3 -Component’s analysis- 45

vii
 5.3.1 -Accessible ramp/length 3295- 45-46

5.3.2 -Tower with pergola and platform elevation 46

265 mm

5.3.3 -Accessible ramp/ length 1500mm 46

5.3.4 -Tower with platform elevation 480mm 46

5.3.5 -Climbing ramp- 47

5.3.6 -Accessible ramp/ length 1000 47-48

5.3.7 -Tower- plastic roof- plastic slide 48

5.3.8 -Transfer platform- 48

5.3.9 -Tower /plastic slide/ plastic roof- 49

5.3.10 -Horizontal bar/ Hand rings- 49

5.3.11 -Activity panel- 50

5.3.12 -Safety surfaces- 50-52

5.3.13 -Use zone- 52-53

5.4 -Structure/ general material specifications- 54-55

5.5 -Calculations of user loads- 55-59

5.6 -Calculations of structure’s components- 60-62

5.7 -Play inspection area- 62-64

Chapter Five -Conclusions- 65

viii
 LIST OF TABLES

CONTENTS pages

Table 2.1 -List of playground vendors- 6-7

Table 4.1 -Table of EN 1176/1 - 27

Table 4.2 -Accessibility requirements- 35

Table 4.3 -Components required for accessible 41

area-

Table 5.1 -List of components- 45

Table 5.2 -Table of user load according to EN 57

Table 6.1 -Table list of user load on each of the 62

Component-

ix
 LIST OF FINGERS

CONTENTS

Figure 4.1 -Photo from miracle creation-

Figure 4.5 -Photo from www.america-playground.com -

Figure 4.6 -Photo from universally accessible playground-

Figure 4.7 -Playground area in Greece ,Akadhmias platwnos-

Figure 4.8 -Photo from www.america-playground.com-

Figure 4.9 -Photo from www.ncpad.org-

x
 LIST OF DRAWINGS
Drawing 4.2 -Protection of bolt, according EN standard-

Drawing 4.3 -Method of testing slide-

Drawing 4.4 -Foundation, according to EN standards-

Drawing 5.1 -Accessible ramp/ length 3295mm-

Drawing 5.2 -Tower with pergola platform-

Drawing 5.3 -Climbing ramp-

Drawing 5.4 -Entrance ramp -

Drawing 5.5 -Tower / plastic roof /plastic slide-

Drawing 5.6 -Climbing ramp-

Drawing 5.7 -Accessible ramp/ length 1000mm-

Drawing 5.8 -Tower/plastic roof/plastic slide-

Drawing 5.9 -Transfer platform-

Drawing 5.10 -Tower/ plastic slide-

Drawing 5.11 -Horizontal bar-

Drawing 5.12 -Alphabet panel by Super Sport SA-

Drawing 5.13 -Sign panel by Super Sport SA-

Drawing 5.14 -Race panel by Henderson - Recreation-

Drawing 5.15 -Activity panel by Henderson - Recreation -

Drawing 5.16 -Tic tac toe by Henderson - Recreation -

Drawing 5.17 -Safety area of the construction-

Drawing 5.18 -Plan view of the assembly construction-

Drawing 5.19 -Side view of the assembly construction-

Drawing 5.20 -Plan view with safety area-

Drawing 5.21 -Entrance ramp views-

Drawing 5.22 -Tower / plastic roof /plastic slide views-

Drawing 5.23 -Ramp 1500mm length views-

Drawing 5.24 -Ramp 1000mm length views-

xi
Drawing 5.25 -Tower / slide views-

Drawing 5.26 -Transfer platform views-

xii
CHAPTER ONE

INTRODUCTION

1.1 Play areas and safety

Playing is with no doubt one of the most important and basic elements
in children’s life. In the early ages playground is the area where children
interact and develop basic social skills. Much later is the place where
friendships evolve.
Acknowledging the importance of playground facilities, internationals
laws have been implemented in order to secure the safety of people.
Among recent legal acts, the EN 1176-77 directory is the one that
oversees this issue. Each manufacturer, company or other institutions
are forced to comply with the new directorate and follow the detailed
specifications when designing, producing or implementing new
playground facilities.
Recently, a new research area has been developed and gradually
continues to challenge industrial designers. It is the area of designing
and delivery high quality and secure products for children with
Disabilities and other Special Needs.

1.2 Accessible play areas

The benefits of play for children are extensive, so it is important that

play areas be accessible to all. New playgrounds must be accessible to
children with handicaps. The trend now, however, is toward
playgrounds that are not merely accessible but also inclusive. These
playgrounds allow children with disabilities to participate on an equal
level with all children.

A great deal of energy has been spent in the last fifteen years
endeavoring to include children with disabilities in play settings by
ensuring equal access. The principal achievement of this effort is the
Americans with Disabilities Act (ADA), which provides comprehensive

1
civil rights protections to individuals with disabilities in public
accommodations (U.S. EEOC and DOJ 1991, p. III-1).

All playgrounds for children ages 2 and up that have been built or
altered since Jan. 26, 1992, is required to comply with ADA guidelines
for playground accessibility. In 2001, the U.S. Architectural and
Transportation Barriers Compliance Board issued specific guidelines
addressing exactly how playgrounds must be accessible.
Playgrounds built since 2001 are therefore generally the most
accessible by ADA standards. Existing playgrounds that have not been
altered since 1992 are only required to have no barriers to access
(such as curbs without curb cuts) and are not otherwise required to
comply with ADA.

General ADA Guidelines require that:

ƒ Children in wheelchairs can move around on the playground

surface or path to the play area.

ƒ There are transfer ramps with wheel stops and guardrails for
children to get onto higher equipment.

ƒ There is separate equipment for all developmental levels.

ƒ The playground equipment and surface are maintained.

ƒ There is space for adults to help children play on the equipment.

ƒ All openings on elevated play platforms are limited in width.

ƒ There are hands-on areas for children sitting in wheelchairs.

1.3 Elucidation of the problem

It is a problem nowadays, in many countries of Europe and mainly in

Balkans, that playground equipment manufacturers and designers
create equipment without considering children with special needs. This
is mainly due to the lack of official standards which would give to the
manufacturer the necessary guidelines. Perhaps the most serious issue
is around of disability and the implications for creating a new standard.
The question is if its necessary or appropriate to make different

2
standards for the disabled than for the able bodied. This almost
becomes a moral issue potentially segregating the disabled from the
able bodied, which is completely contrary to the current move towards
inclusivity.

The scope of this research is to develop a prototype playground area

considering the accessibility and the safety for the kids, and giving at
the same time to manufacturers guidelines from two different standards
(Americans with Disabilities Act, and EN- 1176-77) the ability of
creating a play area for all children.

1.4 Thesis overview

At the beginning of the thesis there is a prior research about

companies that have approached the disability in their constructions. In
the third chapter there is an analysis about disability and social policy.
It’s important for a manufacturer, when he has to construct an inclusive
product, to meet who are disabled people and what policies exist on
them. In this chapter there is also a report of some types of disability.

In chapter four, there are general requirements designer has to follow

to create a safety area for users. This part specifies general
requirements for public playground equipment and surfacing. The
purpose of this chapter is to ensure a proper level of safety when
playing in, on or around playground equipment. In this part there are
also requirements for kids with disabilities following the ADA standards

In the last chapter there is an analysis of the structure where is

proposed for this thesis and analysis of each of the components of the
structure and loads for the users, materials and the use of safety zone.

3
CHAPTER TWO

PRIOR RESEARCH

General – organizations- list of manufacturers

A great deal of energy has been spent in the last fifteen years, to
include children with disabilities in play settings by ensuring equal
access. The principal achievement of this effort is the ADA (U.S. EEOC
and DOJ 1991, p. III-1).Outdoor and indoor spaces now in most west
countries are designed also for disabled people.

Playground manufacturers mainly in west countries, when they have to

build a playground area, consider on their designs also children, mainly
with kinematics impairments. Playground manufacturers placed in
countries less growth, when they have to build a playground area,
consider on their design only the safety of children and not the
accessibility for individuals with kinematics problems.

There are organizations like “Boundless playgrounds” sited in

Bloomfield anb “FEPI -Federation of the European Industry”, where try
to help playground manufacturers advise them how to create an
accessible and safety area. “Boundless playgrounds” is a nonprofit
organization dedicated to helping communities create extraordinary
barrier-free playgrounds where children, with and without disabilities,
can develop essential skills for life as they learn together through play.

“FEPI” is a non-profit association at European level comprising

European-based companies and European national play industries
federations. FEPI represents the interests of the most responsible
manufacturers and distributors of both outdoor and indoor play
equipment and safety surfacing. The products can rank from inflatable
structure to traditional slides, swings and everything in between.

While Boundless suggest to manufacturers points for good design for

accessible playground area, technical committee of FEPI discuss the
possibility of a new standard for barrier free play equipment and agree
that the issue is a complex and there is need of much discussion. FEPI

4
Believes that currently there are two standards that address the
problem of making playgrounds “barrier free”; the American ADA
Standard and the German DIN “Barrier Frei” . Both of these standards
only address the needs of disabled children in wheelchairs. According
to FEPI believes there is a need of standard that will provide more
information about accessibility than ADA standards requires.

Keith Christensen, an accessibility specialist with the Center for

Person's with Disabilities at Utah State University, is a person who
specialize in designing such playgrounds and play a major role in the
creation of the new facility. In one of his articles proposes a play
environment design model based on opportunities for types of play
activities, rather than an equipment oriented approach, and
emphasizes the importance of such in ensuring social integration as a
especially those with disabilities. It then proposes physical access only.
Keith Christensen believes that the removal of physical barriers does
not necessarily promote the removal of social barriers. Indeed transfer
systems (chapter 4.7.2.2.1) a mean of meeting ADA guidelines, do not
improve physical access, but may also form social barriers between
kids. Research shows that few children are able to use transfer system
and those who can, often must crawl and that sometimes humiliate
them. [Το provide developmentally appropriate free play opportunities
for children of all abilities, play settings should support the greatest
possible diversity of play activities, of the highest possible quality, and
be accessible through the least limiting of means](Keith Christensen).

According to a briefing report there are many companies mainly in

America and west Europe they specialized in accessible playgrounds. It
follows a list of some of them.

5
Manufacturer Vendor Place
name information

Bluegrass 17600 Fedde City of

Playground, Lane No. 35 Ashland,
Inc. oregon

BCI Burke Fond du Lac

company ,LLC WI,

Childforms 110 Mooresville,

Charleston NC, 28117
Drive, Suite
106

Gametime Fort Payne,

AL, 35968-
0121

13515 Sweeden
Barrett
Parkway
Drive Suite
261

Henderson 11 Simcoe,
Recreation Gilbertson Ontario, N3Y
Equipment, Drive, P.O. 4K8
Ltd. Box 68

6
Kompan, Inc. 7717 New Olympia,
Market WA, 98501
Street

Little Tikes One Iron Farmington,

Commercial Mountain MO, 63640
Play Systems Drive

Play Mart, 518 South Somerset,

Inc. Main Street KY, 42501

Playworld 1000 Buffalo Lewisburg,

Systems Road PA, 17837-
9795

Table (2.1)

7
CHAPTER THREE

GENERAL ABOUT DISABILITY

3.1 Definition of disability

[The term disability refer to the restriction or lack of ability to perform

an activity in the manner or within the range considered normal for a
[4]
human being, e.g. walking]

[The ICIDH uses a three-fold typology of ‘impairment’, ‘disability’ and

‘handicap’. Thus impairment refers to ‘any loss or abnormality of
psychological, physiological or anatomical structure or function’.
‘Disability’ denotes ‘any restriction or lack (resulting from an
impairment) of ability to perform an activity in the manner or within the
range considered normal for a human being’. ‘Handicap’ is defined as
‘a disadvantage for a given individual, resulting from an impairment or
disability that limits or prevents the fulfillment of a role that is normal
(depending on age, sex and social and cultural factors) for the
[11]
individual’] . According to the last typology disability and handicap
are caused by psychological or physiological ‘abnormality’ or
impairment and, therefore, the impairment is the primary focus of
attention.

People with disabilities are defines as the persons who have a long –
term visual, mobility, communicative and learning impairment and
consider themselves to be disadvantaged in every social activity by
reasons of them impairments.

3.2. Who are disabled people?

Head –counting, or number- crunching as it sometimes called, has long

been regarded as an essential element of social policy because, so it is
argued, governments are unlikely to commit resources to particular
policy initiatives unless they can be reasonably sure of the numbers of
people who may benefit and have some idea of the costs involved. We
are not convinced of this and argue that in respect of disability policy,

8
such attempts have failed because, essentially, they have focused on
the wrong thing; that is the effects of disabling environments.

A major factor in this has been the wholesale exclusion of disabled

people from the policy- making process almost since the inception of
the idea that governments must make policy responses to the problems
of disabled people. This particular form of exclusion has been almost
total, increasingly in the last 20 years disabled people have begun to
insist that our voices should be included in all aspects of policy debate,
including debates about how we should be defined and classified.

Accordingly we look at recent attempts to define, describe and classify

the population of disabled people throughout the world, looking at
definitions provided by the World Health Organization, the Union of the
Physically Impaired Against Segregation (UPIAS) and Disabled
Peoples International (DPI). We also critically examine recent work on
disability undertaken by the Office of Population Censuses and Surveys
(OPCS) in Britain, now know as the Office for National Statistics.
Finally, we suggest that an international, national and local levels we
must move away from sterile exercises on head- counting and number
– crunching and instead focus on classifying disabling environments
and measuring disabling barriers, for only then will be able to develop
relevant and appropriate policy initiatives.

3.3 What policies exist?

The category ‘disability’ as we know it today did not come into

existence until the eighteenth century, although as we have already
argued impaired people have always existed.

[ The social process of disability arrived with industrialization and with

a set of practice and discourses that are linked to late eighteenth- and
nineteenth- century notions of nationality, race, criminality, sexual
orientation and so on]. [Davis 1995 :24].

According to this argument, disability has become a social constructed

category. Thus, as Harlan has argue about current policy :

9
[Fundamentally, disability is defined by public policy. In other worlds,
disability is whatever policy say it is]. [Hahn 1985:294].

What is a concern to us are the ways in which economic, social and

cultural forces have been reflected in disability policy and the ways
such policies may change over time. We suggested in the last chapter
that welfare policy in Britain was operated largely within the
exclusionary principle, at least until the end of Second World War
when, according to Anthony Giddens :

[The new welfare policies were designed to treat all citizens as part of
a more inclusive national order and in so doing to recognize state
responsibility for caring for those who were in some way prevented
from active economic participation].[giddens 1996:65]

While there is no doubt that at the level of ideology the inclusionaly

approach was adopted, whether this has actually resulted in the
inclusion of disabled people into mainstream society is another matter.
In this chapter we look at the rise and fall of what has sometimes been
called the classic welfare state, examine the outcomes it has produced
for disabled people, and suggest that despite its intensions the whole
project has continued to exclude because of the way t has constructed
disabled people.

3.4 Types of disability

General types of disabilities should be considered in the designing of

children’s outdoor area process. Some of them described below:

a. Visual disabilities

Visual disabilities vary from limited vision to blindness. Low vision

includes dimness, haziness, color blindness and tunnel vision. [Text
size and color can make a big difference in legibility for people who
have low vision] [1] . [ An individual is said to be blind when he or she
is totally without sight that he or she must learn through other
[2]
senses]

10
b. Mobility disabilities

Mobility disabilities separated in those with upper body strength and

those without upper body strength. Individuals with upper body
strength can be transferred from one place to another using
wheelchair or walking with a cane or crutches. Some individuals
have limited use of their hands and arm as for example a person
whose limbs were amputated. There are also some persons with
both of upper and lower body maybe affected, as the case with a
quadriplegic.

c. Functional limitations caused by physical impairments

Problems faced by individuals with physical impairments include

poor muscle control, weakness and fatigue, difficulty walking,
talking, seeing, speaking, sensing or grasping (due to pain or
weakness), difficulty reaching things, and difficulty doing complex or
compound manipulations (push and turn). Individuals with spinal
cord injuries may be unable to use their limbs and may use
"mouthsticks" for most manipulations. Twisting motions may be
difficult or impossible for people with many types of physical
disabilities (including cerebral palsy, spinal cord injury, arthritis,
multiple sclerosis, muscular dystrophy, etc.

Some individuals with severe physical disabilities may not be able to

operate even well-designed products directly. These individuals
usually must rely on assistive devices which take advantage of their
specific abilities and on their ability to use these assistive devices
with standard products. Commonly used assistive devices include
mobility aids (e.g., crutches, wheelchairs), manipulation aids (e.g.,
prosthetics, orthotics, reachers) communication aids (e.g., single
switch-based artificial voice), and computer/device interface aids
(e.g., eye gaze-operated keyboard) .

d. Communication disability

[Communication disability is defined as impairment in the process of

[3]
speech language or hearing] . People with auditory impairments

11
 may be able to hear some sounds, but may not be able to
distinguish words. There are also persons that may not be able to
hear sound at all. Speech and language disability means disorders
of voice, utterance and rhythm.

e. Learning disability

For most of people learning disability described as the psychological

and neurological conditions that affect a person’s communicate
capacities. It is not the lack of the ability to learn, but the quickness
and case with which things are learned. Usually people with
development disabilities have difficulties with coordination balance,
body awareness and self – image.

3.5 Nature and causes of Physical Impairments

Neuromuscular impairments include:

paralysis (total lack of muscular control in part or most of the body),

weakness (paresis; lack of muscle strength, nerve enervation, or

pain), and

interference with control, via spasticity (where muscles are tense

and contracted), ataxia (problems in accuracy of motor programming
and coordination), and athetosis (extra, involuntary, uncontrolled
and purposeless motion).

a) Skeletal impairments include joint movement limitations (either

mechanical or due to pain), small limbs, missing limbs, or abnormal
trunk size.

Some major causes of these impairments are:

b) Arthritis. Arthritis is defined as pain in joints, usually reducing

range of motion and causing weakness. Rheumatoid arthritis is a
chronic syndrome. Osteoarthritis is a degenerative joint disease.
31.6 million people in the U.S. suffer from rheumatic disease. The
incidence of all forms of arthritis is now estimated at 900,000 new
cases per year 10 .

12
c) Cerebral Palsy (CP). Cerebral palsy is defined as damage to the
motor areas of the brain prior to brain maturity (most cases of CP
occur before, during or shortly following birth). There are more than
750,000 in the U.S. with CP (children and adults), and 15,000
infants are born each year with CP 11 . CP is a type of injury, not a
disease (although it can be caused by a disease), and does not get
worse over time; it is also not "curable." Some causes of cerebral
palsy are high temperature, lack of oxygen, and injury to the head.
The most common types are: (1) spastic, where the individual
moves stiffly and with difficulty, (2) ataxic, characterized by a
disturbed sense of balance and depth perception, and (3) athetoid,
characterized by involuntary, uncontrolled motion. Most cases are
combinations of the three types.

d) Spinal Cord Injury. Spinal cord injury can result in paralysis or

paresis (weakening). The extent of paralysis/paresis and the parts
of the body effected are determined by how high or low on the spine
the damage occurs and the type of damage to the cord.
Quadriplegia involves all four limbs and is caused by injury to the
cervical (upper) region of the spine; paraplegia involves only the
lower extremities and occurs where injury was below the level of the
first thoracic vertebra (mid-lower back). There are 150,000 to
175,000 people with spinal cord injuries in the U.S., with projected
annual increases of 7,000 - 8,000. 47% of spinal cord injuries result
in paraplegia; 53% in quadriplegia. Car accidents are the most
frequent cause (38%), followed by falls and jumps (16%) and
gunshot wounds (13%).

e) Head Injury (cerebral trauma). The term "head injury" is used to

describe a wide array of injuries, including concussion, brain stem
injury, closed head injury, cerebral hemorrhage, depressed skull
fracture, foreign object (e.g., bullet), anoxia, and post-operative
infections. Like spinal cord injuries, head injury and also stroke
often results in paralysis and paresis, but there can be a variety of
other effects as well. Currently about one million Americans (1 in

13
250) suffer from effects of head injuries, and 400,000 - 600,000
people sustain a head injury each year. However, many of these are
not permanently or severely disabled.

f) Stroke (cerebral vascular accident; CVA). The three main causes

of stroke are: thrombosis (blood clot in a blood vessel blocks blood
flow past that point), hemorrhage (resulting in bleeding into the
brain tissue; associated with high blood pressure or rupture of an
aneurysm), and embolism (a large clot breaks off and blocks an
artery). The response of brain tissue to injury is similar whether the
injury results from direct trauma (as above) or from stroke. In either
case, function in the area of the brain affected either stops
altogether or is impaired.

g) Loss of Limbs or Digits (Amputation or Congenital). This may be

due to trauma (e.g., explosions, mangling in a machine, severance,
burns) or surgery (due to cancer, peripheral arterial disease,
diabetes). Usually prosthetics are worn, although these do not result
in full return of function. The National Center for Health Statistics of
the U.S. Public Health Service estimated a prevalence of 311,000
amputees in 1970. An incidence of approximately 43,000 new
amputations per year is estimated, of which 77% occur in males,
and 90% involve the legs. 40% of amputations are above the knee,
50% are below the knee, and 10% are at the hip.

h) Parkinson's Disease. This is a progressive disease of older adults

characterized by muscle rigidity, slowness of movements, and a
unique type of tremor. There is no actual paralysis. The usual age of
onset is 50 to 70, and the disease is relatively common - 187 cases
per 100,000.

i) Multiple Sclerosis (MS). Multiple sclerosis is defined as a

progressive disease of the central nervous system characterized by
the destruction of the insulating material covering nerve fibers. The
problems these individuals experience include poor muscle control,
weakness and fatigue, difficulty walking, talking, seeing, sensing or
grasping objects, and intolerance of heat. Onset is between the

14
ages of 10 and 40. This is one of the most common neurological
diseases, affecting as many as 500,000 people in the U.S. alone 16 .

j) ALS (Lou Gehrig's Disease). ALS (Amyotrophic Lateral Sclerosis)

is a fatal degenerative disease of the central nervous system
characterized by slowly progressive paralysis of the voluntary
muscles. The major symptom is progressive muscle weakness
involving the limbs, trunk, breathing muscles, throat and tongue,
leading to partial paralysis and severe speech difficulties. This is not
a rare disease (5 cases per 100,000). It strikes mostly those
between age 30 and 60, and men three times as often as women.
Duration from onset to death is about 1 to 10 years (average 4
years).

k) Muscular Dystrophy (MD). Muscular dystrophy is a group of

hereditary diseases causing progressive muscular weakness, loss of
muscular control, contractions and difficulty in walking, breathing,
reaching, and use of hands involving strength. About 4 cases in
100,000 are reported.

15
CHAPTER FOUR

GENERAL SAFETY REQUIREMENTS – SPECIFICATIONS

FOR KIDS WITH DISABILITIES

4.1 The Value of Play

Children today have many choices. Computers, play stations, DVD’s,

many channels on TV. Why someone should choose to play in a
playground area? None of the above entertainments offers to children
more than a playground can give.

Freedom of play is an important part of our children’s development into

harmonic adults, yet it is not generally respected in the pattern of urban
European life. Children are controlled by adults more than ever before;
they go to day care and are supervised and organised by adult
caretakers; they go to school and are under the authority of teachers;
their spare time is spent in leisure classes supervised by adults. Adult
contact is of course good for a range of developmental reasons, but
when ‘contact’ equates to ‘control’, the benefits become questionable!

The UNESCO studies of children’s time for play show that it has
decreased dramatically. Time spent at school increases relative to the
parent’s time at work. Room for play, decreases as urbanisation
increases and very often recreation space used for ball games or play,
has been transformed into office buildings. The possibilities for free
play outdoors are increasingly limited, since parental fear of leaving
their children uncontrolled has increased. Parents don’t let their
children play outdoors, because they fear traffic and they are
concerned about ‘stranger danger’. Maybe, first and foremost they
don’t send them out to play because they cannot control their actions.

The truth is that they do not trust their children’s competences to cope
any longer – maybe, because they don’t spend such a time with them,
to really know them.

16
Play is important to the social and physical development of all kids.
Children need to climb, slide, rock, pass through a way, socialize,
balance, test their abilities and have fun. It is also a way kids learn to
navigate the world, explore and manipulate their environments and
express their feelings. Through play kids also set goals, share
expectations, understand roles, and develop friendships.

[Free – play meets the following five conditions.

I. Free play is voluntary – whether or not to participate, and at

what level, is based solely on the individual’s discretion.

II. Free play is spontaneous – the ebb and flow of play is

determined by the individual’s involved.

III. Free play involves a pretend element – while it may be in the

form of everyday experience the events and individual roles are
different of everyday experience and are determined by the
players rather than outside influence.

IV. Free play is engaging – the players are engaged in the activity
and separated from surrounding activities.

V. Free play is fun and pleasurable – participation is stimulating and

enjoyable.] [6]

Play is the way that children learn themselves, other kids and generally
their environment. If children can’t move to play, to explore their
favourites activities then these need to be brought to them. Children
with physical disabilities need activities to encourage the use of their
other skills.

4.2 Why Accessible Playground?

[Jane is a vivacious six year old with blue eyes and a laugh that is as
contagious as measles. She and her best friend Samantha are almost
inseparable except when they go to the playground. You see, where
Samantha can run to the equipment, climb and slide down, Jane can
only watch from the sidelines because her body frame is packed into a
wheelchair. Jane's story is not an isolated case. For too many years,

17
children with special needs have been denied the "right to play" simply
because of physical barriers placed in their way.……..] [5]

Many children in the world have some type of disability that makes
impossible for them to entertain themselves playing with all the other
kids in a playground area. These kids do not get the experience what
most other children take for. For children who use wheelchairs or other
supports, playground can be very depressing place since they usually
have to abandon their special equipment and crawl on to the
equipment.

While free play better meets the developmental needs of the child,
whether disabled or able-bodied, opportunities for free play are doubly
important for children with disabilities. [The disabled human has
greater need for recreation or play services because their limited
circumstances to some extent prevent their exploring for opportunities
for themselves] (Ellis1973. P. 147). [Additionally, many children with
disabilities spend a disproportionate part of their time in an
environment, such as a school or institution, where play tends to be
structured, organized and restricted. Such children have been shown to
be particularly slow in language development and social skills"] (Wolff
1979, p. 87). Ample free play opportunities establish children’s
disposition to take risks and to believe that they are competent,
capable learners. Sadly, even a cursory examination of current play
environments shows that children with disabilities are often merely
occupied in the play environment. In order to provide meaningful play
opportunities for all children, especially those with disabilities, it is
necessary to understand the needs of children and the implications of a
disability on the child.

[New playgrounds must be accessible to children with handicaps.

Likewise, if your school significantly renovates or enhances its
playground, the playground must be made accessible. The trend now,
however, is toward playgrounds that are not merely accessible but also
inclusive. These playgrounds allow children with disabilities to
[7]
participate on an equal level with all children] .

18
4.3 Types of Play Activities

The accessibility to the playground and the equipment should thus be

dealt with. But there are still important details to remember in the
playground area: Toilets for instance are of quite some importance and
so is seating for caretakers, benches and tables. One of the main
issues in the first place is room and space as the children with motor
disabilities often take up more room to for instance rise as others, as
they move in basic patterns: From all four to two legs. This can be seen
in the ADA guidelines for play equipment, too: Broad platforms and
stairways are demanded when we talk combination systems. Please
note that ramps are not the only solutions – ramps are necessary when
you have more than 20 elevated level activities (activities that cannot
be reached from the ground). Very few European combinations are like
that. And once again the play value of ramps can be debated, the
lasting play value of ramps can not be debated for very long…

Transfer platforms before stairways are necessary to guide the child

into the product, so are good handgrips. Holes in the floors are another
way of giving good grip, supporting children with motor disabilities into
the product.

A composite play structure consists of many play components. [A play

component is an element designed to generate specific opportunities
for play, socialization and learning. Play component may be
manufactured or natural, and may be stand alone or part of a
composite play structure. Swings, springs riders, water tables,
playhouse, slides and climbers are among the many different play
components] [accessibility guidelines page 9].

[Types of play activities should not be confused with specific types of

equipment (i.e. slides versus swings). Play activity types may be best
defined as the stimulus of a specific facet of the child. Each type of
play activity meets a number of distinct developmental needs, and may
be provided by playground equipment, setting, sounds, fragrances,
textures, and other elements that stimulate the child. The greater the

19
number of activity types which a playground setting or piece of
equipment supports, the greater the play value or ability of the same to
meet the child's developmental needs. When a playground presents a
diversity of types of play activities, a greater diversity of children, both
with and without disabilities, are better able to find play opportunities
[8]
appropriate to their abilities] .

The are two kinds of components, those that can be approached and
exited at ground level (ground – level play components) and those that
is approached above or below grade and is part of a composite
structure (elevated – component).

The climber is considered an

elevated component, since it can
be approached from the ground
level or above grade from a
platform on a composite play
structure.

This component is ground – level

component as it approached and
4.1 exited at ground level.

The structure in the photo besides has four elevated components (2

slides, 1 climber and 2 training fences) one ground – level component
and a transfer system.

4.4 General Safety Requirements According to prEN 1176-1:2006

4.4.1 Materials

Safety requirements are needed in the designing of playground area.

Material shall be manufactured in a workmanlike manner. The selection
of the material and their use should be according the Standards either
European or American. Attentions must be given to potential toxic

20
hazards of surface coatings. Particular care must be taken when the
equipment will be installed in extreme climatic or atmospheric
conditions. Where very low or very high temperatures can be
anticipated care should be taken on material selections to avoid
possible hazards through direct skin contact.

At the selection of the materials, specifications are not so cleared when

the equipment is used also by children with a type of impairment.
Sometimes plastic slides generate static electricity when children move
across the surfaces. A child with a hearing impairment who has
cochlear implant could be damaged by the use of the slide. Designers
and operators specify materials giving consideration to maintenance,
climate, use, cost, and other factors. Manufacturers often add
substances to plastics to reduce static electricity. The additives may
lose their effectiveness over time in the outdoor environment or
compromise the strength of the plastic. The type of clothing worn by a
child and the humidity also may affect whether static electricity is
generated by plastics. Some operators specify stainless steel slides to
prevent or reduce vandalism. However, stainless steel slides are not
widely used in warmer climates due to the potential for skin burns.

4.4.1.1 Flammability

To avoid the risk of fire and the associated hazards, material known to
produce surface flash shall not be used. Particular attention should be
given to newly developed products whose properties might not be fully
known. Also care should be taken when using textiles as some of these
are prone to surface flash.

4.4.1.2 Timber and associated products

Timber parts shall be designed in such a way that precipitation can

drain off freely and water accumulation be avoided. In cases of ground
contact, one or more of the following methods shall be used. For
example in the under ground construction a post shoe will be used.
Consideration should also be given to other factors which can be
unsuitable such as splintering, poisoning etc.

21
When selecting metal fastenings, consideration should be given to the
species of timber and chemical treatments used as some will
accelerate corrosion of metals if there is a contact. Plywood shall be in
accordance with EN 636-6 and shall be weather proofed.

4.4.1.3 Wood preservatives

Wood play equipment should be naturally rot- and insect- resistant or

should be treated to avoid deterioration. European Union has made
recommendations on acceptable wood preservatives for children’s play
areas as well as preservatives which must be avoided.

a. Inorganic Arsenicals, The most common wood treatment used for

playground equipment are the inorganic arsenical. These should be
applied by the manufacturer or wood preserver in accordance with the
specifications of the European Standards EN 335-2. This standard
states that the treated wood should be visibly free of residues which
may contain high levels of arsenic. Chromated copper arsenate, which
causes a greenish coloration, is acceptable if the dislodgeable arsenic
on the surface of the wood is minimized. Treated wood which complies
with these standards may be suitable for use in children’s play areas.
However, arsenical treated wood must not be used in the construction
of drinking fountains or other locations where it would contact public
drinking water directly or indirectly.

b. Other Accepfable Wood Preservatives. According to europe,

wood treated with other preservatives that have low toxicity may be
suitable for use in children’s play areas. These include copper or zinc
naphthenates, and berates.

c. Unacceptable Wood Preservatives such creosote,

pentachlorophenol and tributyl tin oxode will not be used in play areas.
Finishes that contain pesticides must also be avoided.

d. Guarantee of Wood Treatment Safety. When writing contract

specifications, require a written guarantee that preservatives or other
treatments applied to wood do not present a hazard to the consumer.

e. Maintenance s for Treated Wood.

22
Special health precautions may be needed for persons performing
woodworking tasks, such as sanding, sawing, and sawdust disposal, on
wood treated with preservatives. Before performing these tasks, staff
must consult the wood manufacturer regarding necessary health
precautions and disposal information.

4.4.1.4 Metals

Metal parts should be protected against atmospheric conditions. Metal

that produce toxic oxides that scale or flake shall be protected by a
non-toxic coating.

4.4.1.5 Synthetics

If, in maintenance, it is difficult to determine at what point material

becomes brittle, manufacturers shall give an indication of the time
period after which the part or equipment should be replaced. It should
be possible for the operator of the playground to visually identify
excessive wear of the gel coat of glass- reinforced plastics products
intended for sliding before the user becomes exposed to the glass
fibers. Consideration should be given to degradation of structural
components through ultraviolet influences.

4.4.1.6 Dangerous substances

Dangerous substances shall not be used in playground equipment in

such a way that they can cause adverse health effects to the user of
the equipment.

4.4.2 Design and manufacture

4.4.2.2 General

The dimension and degree of difficulty of the equipment should be

suitable for the users. The equipment should be designed so that the
risk involved in play is apparent and foreseeable by the kid. Enclosed
spaces, including tunnels, should be designed so that they do not
accumulate water.

4.4.2.3 Accessibility for adults

23
Equipments shall be designed to ensure that adults can are able to
gain access to assist children within the equipment. Equipments that is
enclosed, such as tunnels and playhouses, with an internal distance
greater than 2,000 mm from an entry point shall only be permitted if
there are at least two access openings that are independent of one
another and situated on different sides of the equipment. These
openings shall not be capable of being locked and shall be accessible
without any additional aids. These access openings shall not have
dimension less than 500mm. Because of the risk of fire, these two
openings shall allow the user to leave the equipment and exit to ground
level by different routes.

4.4.2.4 Protection against falling

For easily accessible equipment barriers shall be provided when the

standing surface is more than 600mm above the playing surface. For
equipment other than easily accessible barriers shall be provided when
the standing surface is more than 2000mm above the playing surface.
The height to the top of the barrier shall be at least 700mm measured
from the surface of the platform. Barriers shall completely surround the
elevated surface except for entrance and exit openings necessary for
each play element.

4.4.2.5 Grip and Grasp requirements

The cross section of any support designed to be gripped shall have a

dimension of not less than 16mm nor than 45mm in any direction, when
measured across its centre.

The cross section of any support designed to be grasped shall have a

width not exceeding 60mm.

4.4.2.6 Finish of equipment

Wooden equipment shall be made of wood with a low susceptibility to

splintering. The surface of equipment made of other material shall be
non- splintering. There shall be no protruding nails, projecting wire rope
terminations or pointed or sharp – edged components. Rough surfaces
should not present any risk of injury. Protruding bolt threads within any

24
accessible part of the equipment shall be permanently covered, e.g.
dome headed nuts. Nuts and bolts heads that projects less than 8 mm
shall be free from burrs. All welds shall be ground smooth.

Corners, edges and projecting parts within any accessible part of

equipment that project more than 8 mm, and which are not shielded by
adjacent areas that are not more than 25mm from the end of the
projecting part, shall be rounded off. The minimum radius of the curve
shall be 3mm.

4.2
4.4.2.7 Moving parts

According to standards there shall be no crushing points or shearing

points between moving and/or stationary part of the equipment. Impact
forces shall be damped. There shall be a ground clearance of at least
400mm below moving equipment suspended above the user by rigid
support.

4.4.2.8 Protection against entrapment

When choosing materials, the manufacturer should take into account

the entrapment hazards that can occur through distortion of material
during use.

4.4.2.9 Head and neck entrapment

Equipment shall be constructed so that any openings do not create

neck entrapment hazards either by head first or feet first passage.
Hazardous situations in which this type of entrapment can be
encountered include the following:

◊ completely bound openings which a child may slide feet first or

head first;

25
 ◊ partially bound or “V” shaped openings;

◊ other openings (e.g. shearing or moving openings).

4.4.2.10 Entrapment of clothing or hair

The construction should be designed and manufactured so that

hazardous situations including gaps or openings where a part of
clothing can
become trapped
while or
immediately before
the child is
undergoing a forced
movement. Special
consideration
should be given
when using
4.3 elements of circular
cross- section to
avoid clothing entanglement within the falling space. Slides and
fireman’s poles shall be constructed so that openings located within the
free space do not trap the toggle as illustrated above.

Spindles and rotating parts also shall be constructed as to prevent

entanglement of clothing or hair.

4.4.2.11 Entrapment of the whole body

Equipment should be constructed so that hazardous situations

including:

a) tunnels into which children can crawl with their whole body and

b) suspended parts which are heavy or have rigid suspension, in

which this type of entrapment van be encountered are not
created.

Tunnels shall conform to the requirements given in the Table above.

26
 Open one end Open both ends

Inclination ≤5 o and ≤5 o ≥15 o

upwards only
when entering

Minimum ≤750 ≥400 ≥500 ≥750 ≥750

internal
dimension

Length ≤2000 ≤1000 ≤2000 None None

Other None None None None Provision

requirements for
climbing
e.g.
steps for
handles

4.1

Surfaces of platforms or general paths for running or walking shall not

contains gaps that could cause foot or legs entrapment. Gaps in the
main direction of travel shall not be greater than 30mm when measured
across the direction of travel. This requirement does not apply to
surfaces inclined more than 45 o .

4.4.2.12 Entrapment of fingers

Playground construction should be designed avoiding gaps in which

fingers can be trapped while the remainder of the body is moving or
continues in forced movement, for example sliding, swinging.

Openings within the free space, where the user is subjected to forced
movement, and /or holes which have a lower edge more than 1000mm
above the potential impact area shall conform to the following
requirement.

27
A gap must not have clearance distance more than 8mm which is the
thickness of a finger, unless if its more than 25mm.

The ends of tubes and pipes shall be closed off to prevent the risk of
finger entrapment. Gaps whose dimensions change during use of the
equipment shall have a minimum dimension in any position of 12mm.

4.4.3 Determination of spaces and areas

The requirements for falling space and impact area within this standard
are intended to offer some protection to users during the first impact of
potential fall. These spaces and areas will also afford some protection
to other users who may be circulating around the equipment items. In
particular the attention of the play area designer is directed to possible
hazards associated with the close proximity of play structures intended
foe users of greatly different age groups and those in highly populated
play areas such as those found in some schools.

4.4.4 Connections

Connections shall be secured such that they cannot come loose of their
own accord unless specifically designed to do so. Connections shall be
“safeguarded” so that they cannot be undone without tools.

4.4.5 Consumable components

Components subjected to wear or designed to be renewed during the

life of the equipment, for example bearings, shall be capable of being
replaced.

Replaceable components should be protected against un- authorized

intervention and should require little maintenance. Any lubricants
leaking out should not soil the equipment or adversely affect its safe
use.

4.4.6 Foundations

The foundations shall be designed such that they do not present a

hazard (tripping, impact), in loose fill surfaces, (e.g. sand) foundations
shall be installed or laid according to one of the following methods :

28
 ◊ such that pedestals, footing and fixing elements on the
equipment are at least 400 mm below the playing surface or;

◊ if the tops of the foundations are as shown in figure at least

200mm below the surface : or

◊ Such that they are effectively covered by items of equipment or

equipment parts (e.g. central foundation of a roundabout).

Any parts that protrude from the foundations such as the ends of
screws shall be at least 400mm below the playing surface unless they
are effectively covered and finished as described in 4.2.5.

Additional measures should be taken for equipment in which the

stability depends on only one cross section.

At this point there is a notice that when components are embedded in

concrete there is a risk of corrosion or rotting. The high rate of
corrosion of rotting under dynamics loading endangers the stability of
the anchorage of units in which the stability depends on only one cross
section, or in which the stability is provided by two- legged members or
row members.

4.4

Key

1 Post

29
 2 Playing surface

3 Foundation

4 Basic level mark

5 Top of foundation

4.5 Additional Basic Guidelines for Accessible Play Area -

Specifications

Until now, there isn’t an official edition of European standards with

guidelines for creation accessible play areas. Thus, in this session
there will be a description of accessibility guidelines for play areas
according to U.S. Access Board (Summary of Accessibility Guidelines
for Play Area).

4.5.1 Play Areas

The play area guidelines apply to play areas designed and constructed
for children ages two and over. Where separate play areas are
provided within a site for a specified age groups preschool (age 2 to 5)
and school age (age 5 to 12)), each play area must comply with the
guidelines. There is no sufficient information to develop guidelines for
play areas for children under age two, operators of those play areas
are subjected to all the other requirements of the ADA, including the
obligation to provide individuals with disabilities an equal opportunity to
enjoy the goods and services provided by their facilities.

4.5.2 Play Component

The number of individual who can play on a play component at once

does not determine the quality of play components provided in a play
area. A play component can hold many children but is considered one
type of play experience- or one play component- n the play area.
Examples of play components are slides, climbing walls, tunnels,
climbing ropes, etc.

There are two types of play components, elevated and ground.

30
 • Elevated Play Components

An elevated play component is a play component that is approached

above or below grade and is a part of a composite play structure. Play
components that are attached from a platform or a deck area are
considered elevated play components. Examples of an elevated
component is a climber since it can be approached or exited from the
ground level or above grade from a platform or deck on a composite
play structure. This section requires that at least 50 percent of elevated
play components must be located on an accessible route. Elevated
play components connected by a ramp must comply with the
requirements about ramps

• Ground- Level Play Components

Ground- level play components are items that can be approached and
exited at ground level via the accessible route. The activity is
considered ground level because the child approaches and exits it from
the ground level route. Grounds- level play components may include
items such as swings, springs riders, and panels.

Where elevated play components are provided, additional ground level

play components must be provided. The additional ground level play
components must be located on an accessible route. The NPRM
proposed that the additional number of ground level play components
be equal to at least 50 percent of the total number of elevated play
components. The additional ground level play components should
include different types of play experiences.

4.5.3 Accessible Routes

An accessible route is pathway where is designed to connect entrance

and exit of accessible play structure’s components and provide children
who use wheelchairs and other mobility devices the opportunity to
access play components. [Careful placement and consideration of the
layout of accessible routes will enhance the ability of children with
disabilities to socialize and interact with other children][9]. There are
two types of accessible routes:

31
 ¾ Ground- level

¾ Elevated

4.5.3.1 Ground – Level Accessible Route

[The clear width of accessible routes at ground level must have 1525
mm minimum clear width and 1:16 maximum slope. Play areas with
about 305 square meters may have accessible routes that are 1120
mm clear width. A wheelchair turning space must be provided where
the route exceeds 9144 mm]. [U.S. Access Board /page 20]

45

Ground- level route 4.6

Elevated route

4.5.3.2 Elevated Accessible Route

An elevated route is a path where elevated play component connected.

The elevated route must have 915mm clear width. It can also have 815
mm minimum clear width if the route has 610 mm length to
accommodate features in the composite structure. Top of handrail
gripping surfaces shall be between 510mm (minimum) and 710 mm
(maximum). Handrail shall have a diameter or width 24.1 mm minimum
and 39.4mm maximum or the shape shall provide an equivalent
gripping surface.

[Two common methods for providing access to elevated play

components are ramps and transfer systems. Ramps are the preferred
method since not all children who use wheelchairs or others mobility
devices may be able to use – or may choose not to use – transfer
systems]. [U.S. Access Board /page 24]

32
 Transfer System

Square transfer system

Clear Space

4.6

Transfer steps
Support
Transfer step
Exit Transfer Deck
Entrance 4.7
Triangle transfer system

Transfer systems are a means of accessing composite play structures

and include a transfer platform and series of transfer steps. Kids who
use wheelchair or other mobility devices adjourn from their devices
onto the transfer platform and tip themselves up the steps and move
along the decks or platforms to access elevated play components.
Designers should consider transfer support to assist kids while
transferring.

Transfer Platforms

Transfer platform is a platform where user can leave his unit, wheel
chair or some other mobility device and lift onto the structure leaving
his device behind at ground – level. Usually as it seems in photo 4,
adding a transfer steps that leads to the ground’s surface increases
access for children because they also be able to exit components at
the ground - level.

33
The height of transfer platform must be 275mm minimum to 350mm
maximum for children 2 – 5 years old and 350mm minimum to 400
maximum for children 5 – 8 years old. Minimum 610 mm wide, 355
deep and a clear floor for ‘’ wheelchair parking’’ are required for the
transfer platform.

Transfer Steps

Transfer steps are used in a composite structure as a link, at different

platform levels, providing access to play components. The
specifications for the transfer steps are 610 mm minimum wide, 355
mm minimum deep and 205 mm maximum height.

Transfer Support

[Transfer support must be

provided on transfer
platforms and transfer steps
at each level where
transferring is the indented
method access]. [U.S.
Access Board /page 31]
4.8

The materials applied for the manufactory of transfer support are

usually from metal, plastic and rope.

Ramps

Ramp is a surface with a surface

with a slope greater than 1:20.
Kids with wheelchairs or other
mobility devises can approach
4.9 elevated play components using a
ramp. The specifications for each
elevated ramp according to U.S. Access Board are:

• 305 mm maximum rise

• 1:12 maximum slope

34
 • 915mm minimum clear width.

For the level surfaces at the top and bottom of each ramp run must be
as wide as the ramp they connect to and must have minimum length of
1525mm. Handrails on both sides of the ramp are required. The
specifications of the handrail are:

• [Clearance between handrail gripping surfaces and adjacent

surfaces and shall not be 38mm minimum]. [U.S. Access Board
/page 27]

• [The bottoms of handrail gripping surfaces shall not be

obstructed for more than 20 percent of their length. Where
provided, horizontal projections shall occur 38 mm minimum
below of the bottom of the handrail gripping surfaces]. [U.S.
Access Board /page 27]

As it seemed in the marker research, most of manufacturer use

sometimes transfers system and sometimes ramps to access to an
elevated component in a composite structure. The guidelines specify
that one – half of the components (slides, wall panels, etc) are to be
accessible. If the structure’s components are less than 20, accessibility
must be provided by transfer points. If component are more than 20,
the structure have to consist of 25 percent accessibility by ramps and
25 percent accessibility by transfer points.

Table [4.2]

ACCESSIBILITY REQUIREMENTS

Number of Accessible Elevated components Elevated

elevated play ground-level accessible by transfer components
components components system or ramp accessible by
ramp

1-19 33% 50% None

20 or more 33% 25% 25%

[Some equipment manufacturers believe that equipment with ramps is

the best way to provide accessibility, while others are promoting

35
 [10]
equipment with transfer points]. Some children who use wheelchair
or other mobility devices may be unable or don’t want to leave their unit
and transfer onto the transfer platform. The best solution for the
designer is to lead towards a concept of equipment that has
incorporated both ramps and transfer points in its design.

Other Accessible Requirements

[The play area guidelines address accessible routes connecting play

components along with certain spaces that are crucial to making a play
area usable for children with disabilities. The other requirements for
play components are provided to promote general usability, with
application to a variety of play components. Additional features will
assist in making play components more accessible to more children.
Designers are encouraged to consider components with back support,
increased space for maneuvering adjacent to the play component, and
other features that promote independent use]. [U.S. Access Board/
page 33]

Clear Floor or Ground Space

Ground space is required to provide room to a single stationary

wheelchair and its occupant at a play component on an accessible
route. Clear floor must have:

• 760mm by 1220 mm minimum area

• Slope not steeper than 1:48 in all directions

Play components come in variety of shapes and sizes facilitating a

broad of experiences. A specific location for clear floor has not been
designated. Each play component is unique and the spaces must be
placed in the best location for the situation.

Elevated play components accessed by the transfer systems do not

require maneuvering or clear floor spaces, since mobility devices are
left at ground level.

Clear floor or ground space sometimes also called “wheelchair parking

space”.

36
 Maneuvering Space

Maneuvering space is defined as the space required for a wheelchair to

make a 180-degree turn. At least one maneuvering space must be
provided on the same level as elevated play components. When
providing access to play components by ramps, space allowances to
accommodate wheelchair and mobility devices are required.

• A 1525mm T – shaped turn allows a user to change directions

making a series of movements.

• Slope not steeper than 1:48 in all directions

• A 1525 mm turning circle permits users with mobility devices to

turn around

Objects are not permitted to protrude into ground level maneuvering

spaces at or below 2030 mm above the ground or floor surface.

Entry Points and Seats

Entry points and seats are features of play components where users
would transfer, sit, or gain access. When play components are located
on an accessible route, the height required transferring directly to the
entry point or seat of play component has a minimum of 280mm and a
maximum of 610mm. A mid- level height of 455 mm is recommended.
Examples of entry points are seats include swings seats, spring rocker
seats, and crawl –tube openings.

Play Tables

Play tables are surfaces, boards, slabs, or counters that are created for
play. This includes tables designed for sand and water play, gathering
areas and other activities. Where play tables are located on an
accessible route, the wheelchair knee clearance minimums are :

• 610 mm high minimum

• 760 mm wide minimum

• 430 deep minimum

37
Play tables may be located at ground or elevated level in a mopmosite
play structure. Consider the route, clear floor space and maneuvering
spaces for tables intended to be accessible to users who use
wheelchairs.

Play tables designed primarily for children under 5-years-old, may

provide a parallel approach instead of knee clearance if the rim is a
maximum of 785 mm high.

Reach Ranges

Reach ranges are the recommended designated regions of space that

a person seated in the wheelchair can reasonably extend their arm or
hand to touch, manipulate, move, or interact with an object or play
component.

Reach ranges should be considered when providing play components

with manipulative or interactive features for children who use
wheelchairs. Recommended forward or side reach ranges are :

• 508mm-914mm for 3 to 4 years olds

• 455mm-1020mm for 5 to 8 years olds

• 406mm -1120 for 9 to 12 years olds

38
4.6 Information to be provided by the manufacturer

The supplier shall provide instructions in the appropriate language of

the country in which the equipment is to be installed and used. The
instruction shall comply with the followings:

◊ details of the installation, operation, inspection and maintenance

of the equipment

◊ a clause or note drawing the operator’s attention to the need to

increase inspection/ maintenance if the equipment is subject to
heavy use and / or stability of the equipment relies on one post

◊ advice to take care, in relation to specific hazards to children,

due to incomplete installation or dismantling, or during
maintenance.

Also the supplier shall provide information concerning the safety of the
installation in the followings:

◊ the minimum space ;

◊ surfacing requirements (including free height of fall and extend of

surfacing);

◊ the overall dimensions of the largest parts;

◊ the mass of the heaviest part in kilograms;

◊ guidance regarding the target user group of the equipment;

◊ the availability of spare parts; and

◊ the certification of conformity with standard.

4.7 Inspection and maintenance information

The playground manufacturer shall provide instructions for

maintenance, which shall include a statement that the frequency of
inspection will vary with the type of equipment, material used and other
factors, e.g. heavy use, levels of vandalism, age of equipment. The
supplier must also provide drawings and diagrams appropriate for
maintenance, inspection and checking of correct operation and, when
appropriate, repair of the equipment.

39
The instructions shall specify the frequency with which the equipment
or its components should be inspected or maintained and shall include
guidance on the following, where relevant:

◊ Visual inspection as for example cleanliness, equipment ground

clearances, exposed foundations, sharp edges from vandalism,
missing parts.

◊ Operation inspection. This should be carried out every 1 to 3

months, or as indicated by the supplier’s instruction.

◊ Annual main inspection. The annual inspection may require

excavation or dismantling of certain parts.

The instructions shall also specify the following:

◊ Where necessary, the servicing points and methods of servicing ,

e.g. lubrication, tightening of bolts;

◊ The replacement parts shall comply with manufacturer’s

specifications;

◊ Identification of spare parts;

◊ The need to keep drainage holes clear;

◊ The surfacing area, shall be maintained , in particular the levels

of loose fill materials;

◊ The reinforced plastic should be replaced or repaired before the

fiber become exposed through wear or damage.

40
CHAPTER FIVE

DESIGN PROCESS – ANALYSIS OF THE STRUCTURE

5.1 Best Selection of Activities - Components

The first thought every designer has to make, is to ensure that the
construction will be safe to every child and much more to disabled kids.
Components are most useful if they provide a range of skills to be
learned by the child, over a period of time as their abilities progress.

Different type of play component could provide a variety of equivalent

experiences. Different types include experiences such rocking,
climbing, sliding, etc.

As it mentioned in the chapter 4 some kids use wheelchair and other

assistive mobility devices. Children, who use wheelchair can also walk,
crawl when they are out of their wheelchair and there are also users
that they don’t want or they don’t have the skill to leave their devices
and move around. For these reasons, should be chose activities that
could be experienced while using a wheelchair or other mobility
devices. Designer should select components that should provide social
and physical experience, opportunities for kids to rock, play interactive
games, balance, climb, crawl etc.

The next table provides information with the components required

according to accessibility guidelines for play areas.

Table [5.1]

COMPONENTS REQUIREMENTS

Designer must provide a specific number of accessible grounds – level play

components based on the number of elevated play components in the play area.

If the play area has { } The designer should The ground – level
elevated components provide at least { } ground components must provide
– level play components { } ‘’different’’ types of
activity

41
 2-4 1 1

5-7 2 2

8-10 3 3

11-13 4 3

14-16 5 3

17-19 6 3

20-25 7 4

23-25 8 4

More than 25 8(plus 1 for each 5

additional 3 over 25 or
fraction thereof)

5.1.1. Children who need adaptive outdoor playground

equipment

Children with severe learning disabilities and/or autistic features may

sometimes engage in repetitive self stimulating movement activities,
e.g. rocking, jumping, hopping up and down, hitting themselves or
bumping into people, spinning around. During these periods children
will be self absorbed and unable to participate in other activities or to
learn from them and may injure themselves. If children are difficult to
distract with another interesting activity, it may be possible to provide
them with a more acceptable activity which gives the same sensory
input they are seeking, e.g. trampoline, rocking equipment, ballpool,
swing.

For outdoor playground equipment activity areas with ladders, frames,

tunnels, theme houses and interchangeable activity panels is available.
Adult supervision is required, especially when children with different levels
of physical abilities are playing together. Children who are wheelchair
users or who have limited mobility will probably require assistance to get

42
on/off pieces of playground equipment. Some of the items are made
double width, e.g. slide, ramps, bridges, so that the child can be
accompanied by a helper to facilitate him/her to use the playground
equipment and to provide physical support. Only limited sections of the
playground will be available to children in wheelchairs, compared with the
more physically able children.

5.1.2 Selection of fun activities

The designer has to find out, types of play components that can
provide a wide variety of comparable experiences. Some children walk
using assistive mobility devices such as crutches, walkers or canes,
and others use wheelchairs. Some children who use wheelchairs can
also walk, crawl or scoot along when out of their chairs, whereas others
need assistance while out of their chairs. Some children who use
walkers, crutches or canes choose not to abandon their assistive
mobility devices to crawl or scoot along a play structure where other
children are walking; some children who use wheelchairs choose not to
get out of their chairs to crawl, drag or scoot along where others walk
or climb. Sometimes, children do not have the strength or skills to
move around unassisted; the experience they are trying to achieve is
not worth the effort required to move around without assistance, or it
may not be to crawl while others walk or run. Subsequently, the
designer has to choose activities that can be experienced while using a
wheelchair or assistive mobility device. He has to choose activities that
are physical and social, that can be played alone or with other children.
He has to choose opportunities to rock, spin, play interactive games,
swing, slide, make sounds and music, balance, climb, dig, crawl, scoot,
bounce, etc.

Here are pointers on good play design:

• Can it be accessed in different ways, such as from the side or

end?

• Does accessible surfacing allow for easy entry and exit?

43
 • Is there a route connected to the other accessible play
components

• Is there an equitable number and variety of experiences for all

children? If so, show which ground-level and elevated
components are accessible, describe how they meet the criteria,
and how children can access them.

• Identify the accessible activities that are physical and social and
indicate the equity of opportunities at both elevated and ground
levels.

• Identify the activities for children who cannot or choose not to

leave their wheelchairs.

• Identify how the design of individual play components and the

placement in the layout of the structure meet the technical and
scoping provisions of the rule.

5.2 Design review of the construction

At this point an analysis overview of the structure with its components

will be presented
and there will be an
analysis of the
proposal integrated
structure that has
been designed after
the study made by
design department.

5.1

The playground contains the following basic components:

44
Description Qty
Ο
Access Ramp /Length 3295/ Inclination 5 1

Transfer Platforms 1

Slide –elevation 1175mm 1

Slide – elevation 595 mm 1

Climbing ramp 2

Ο
Ramp /Length 1500mm/ Incline 8 1

Ramp/ Length 1000mm/ Incline 5 Ο 1

Fire pole 1

Activities panel 5

Telescope 1

Hand Rings (pair) 1

Horizontal bar 1

4.6

5.3 Component‘s analysis

5.3.1 Accessible Ramp / Length 3295

The accessible ramp is one of the

entrances of the equipment where
the user can reach at the first
level of the square platform
(2270x2270). The ramp is
accessed by a child who uses
5.2
mobility devices. The width of the
ramp is 965mm and the inclination is 5 o according to the requirements
mentioned in chapter 4 (4.2.1.2.2). The handrails are on both sides of
ramps connecting elevated play components. The handrail gripping

45
surfaces are continuous along their length and are not obstructed along
their tops or sides.

5.3.2 Tower with pergola and platform elevation 265mm,

(2270x2270)

This tower is the first where a child meets

when comes from the inclined ramp. The
tower is suitable for a wheelchair as there is
enough space for maneuvering. A 1525mm
turning circle permits individual to turn
around. Platform also includes quiet spaces
5.3 for children to rest and regroup from
playground stimuli.

In tower exists also three fences for protecting users to fall under the
structure, two openings one connected with the ramp starts from
ground level and the other leading to ramp goes to another tower, and
two play elevated component. The kids can entertain themselves
without need to leave their devices. At the top there are parts placed in
order giving the expression of a pergola.

5.3.3 Accessible Ramp / Length 1500

This ramp connects the two elevated

platforms, the one with height 265mm and
the other with height 480mm. The ramp has
inclination 7 degrees. The handrails are
galvanized tubes 1 inch. For each pair of
5.4 handrails and between the longitudinal
tubes there is a small vertical peace for better stability. The clear width
of the ramp is 1000mm and the length 1500mm.

46
 5.3.4 Tower with platform elevation 480mm, (2270x2270)

The tower has the same dimensions

with the tower described in previous
page. This is also suitable for a
wheelchair as there is enough
space for maneuvering and a
1525mm turning circle and permits
individual to turn around. Platform
5.5 also includes quiet spaces for
children to rest and regroup from playground stimuli. The component
has four fences, protecting the user from falling, and 3 openings for
entering to or exit from it. In this level, children have two choices. The
first to enter in the last ramp where drive in the small slide, and the
second is to go on the different levels platforms leading to the bigger
slide and at the fireman’s pole.

5.3.5 Climbing ramp

This structure is an adventure

component and gives to users the
expression of climbing. The
component, starts from the ground
level and reaches at 480mm
height. The use of wheelchair or
5.6 any other device, at this point, may
cause serious hazard, so this play component is suitable only for kids
with the less movement disabilities.

Individual can pass through the ramp and reach at the tower with
platform height at 480mm, holding on the grips of the galvanized tubes.

5.3.6 Accessible Ramp / Length 1000

This inclined accessible ramp leads to platform elevation 595mm where

the short slide exists. The ramp has an overall length of 1000mm and
an inclination about 5 degrees. On both sides of ramp there are a

47
 couple of tubes 1 inch. For each pair of
handrails and between the longitudinal
tubes there is a small vertical peace for
better stability. The clear width of the
ramp is 1000mm enough space for a child
5.7
with wheelchair to have an access
according to standards.

5.3.7 Tower –Plastic roof- Plastic slide

This tower has a platform with level height at

595mm. Any user at this level has the choice of
having fun sliding through the short plastic slide.
The slide leads on the exit of the structure, at
the ground level. In the tower also exists,
barriers on both sides protecting the user of
falling and a plastic roof on the top of the
5.8 structure. Entering in the entry zone, there is
horizontal bar where kid can hold helping himself pass to sliding zone.
The horizontal tube has 750mm height from the platform according to
standards. This structure will be preferred from a category of children
that they don’t want to leave his mobility device, if they have, and crawl
through the next component that drives in the other slide of the
equipment.

5.3.8 Tranfer platforms

5.9
This assembly structure has three decks in three
different levels. The user can leave his unit wheel
chair or some other mobility device in the big
platform with elevation 480mm, and lift onto the
last level where the sort slide exists. The heights of the platforms are
500 -730-960 one to one. The structure has six fences, protecting the
user from falling on to the ground.

48
 5.3.9 Tower –Plastic slide

On this tower there are two

elevated- components, the short
slide and the fireman’s pole. Both of
play components turn out on the
ground level.
5.10
The slide is rotationally plastic
model part with height 1175mm, length 2600mm and width 570 mm.
The start zone has 350mm and an inclination about 3 degrees,
according to European standards for slides. The fireman’s pole as an
adventure component gives to child the chance to pretend to be a
fireman. The material used in this structure is galvanized tube 1 inch.
The entrance to fireman’s pole, get through bars that used as
guardrails protecting the kids not falling down.

5.3.10 Horizontal bar- Hand rings

The playground equipment is

completed with the two activity
components, horizontal bar and
hand- rings. These components are
in appropriate height where kids with
wheelchair can reach them while
5.11 they are sitting in their units.
Furthermore, these play activities as experiences are suitable for those
children with kinematics problems that could exercise part of their
bodies like hands and arms. The material used for the horizontal bar is
galvanized tube 1 inch, and for the rings used ropes sheathed with yarn
made from synthetic fibers. Both of components are connected with the
wooden posts. The clearance width between the posts is 1000mm.

49
 5.3.11 Activity panels

5.14
5.12
5.13 5.15
5.16
Activity panels are a range of interactive activity panels designed to
entertain infants and toddlers. They can be installed onto existing tower
on platform acting also as a barrier or as part of a free standing in the
ground level to create a self-contained play area. Strikingly themed to
capture the children's attention, activity panels are designed to quietly
occupy infants and toddlers anywhere parents with children are
welcome. The playground equipment consists of five activity panels.
Three of them exist on the first platform with 240mm elevation. The rest
are on the ground level. The access to all of them is easy to all kids
including these with a kind of impairment. There are two kind of panels.
The one offer knowledge and learning to user and the other offer
entertainment like tic-tac-toe, playtable and race panel. The materials
of panels are from sheet polyethylene with thickness 19mm.

5.3.12 Safety surfaces

Adequate safety surfacing throughout play equipment use zones is

essential. Falls from play equipment represent over 60% of all
playground equipment-related injuries treated in hospital emergency
rooms. Without appropriate safety surfacing, these falls may result in
permanent head injury or death.

To minimize injuries, it is advisable that the areas where children may

be at risk of falling/landing on the floor should be covered with a
resilient safety surface material or foam floor mats. A safety surface is
a continuous surface of absorbent resilient rubber chippings bonded
onto the under surface. It must be installed by a professional,

50
especially if the ground needs to be leveled first. If using bags of loose
bark chippings the depth and density of the chippings needs to be
checked frequently to ensure adequate thickness is maintained to
minimize injury from falls. Regular raking with a rake which has widely
spaced tines is necessary. Tiles or mats may be more effective if
secured in place in strategic areas of risk, e.g. at the end of the slide
and under swings.

a. Types of Safety Surfacing, A number of safety surfacing

materials are available. Each type of safety surfacing has unique
advantages and disadvantages.

The two major types of safety are synthetic surfacing and loose- fill
surfacing. Synthetic surfacing is purchased as tiles that are formed in
the factory. Loose-fill surfacing includes organic and inorganic
materials, such as sand, gravel, chopped tire, and wood products.

b. Impact Attenuation criteria. Standards for impact attenuation

have been developed with the goal of reducing head injury or
death from falls from play equipment. Safety surfaces that meet
the standards will be provided through the play equipment use
zone.

c. Critical Height of safety surfacing materials. The performance of

safety surfacing is measured from a potential fall heights. The highest
accessible height of various types of play equipment is measured from
different points. The table above describes how the highest accessible
height is determined of various manufactured equipment.

d. Manufactured safety surfacing. Testing data should be obtained

from manufacturers of synthetic surfaces, chopped tire surfaces, or
wood products manufactured as safety surfacing to verify that the
surface meets the requirements EN 1176-1 for a headfirst fall from the
highest accessible equipment height to be provided.

e. Loose-fill surfacing. Loose-fill materials are often not

manufactured specifically as safety surfacing. Materials tested include
sand, pea gravel, and bark mulch. To reproduce required impact-

51
attenuating performance, the materials must meet standard
specifications; the maximum accessible height of play equipment must
not exceed 2400 mm and the surface must receive regular
maintenance to maintain material depth. A 25mm difference in material
depth may dramatically increase injury potential. The table describes
the recommended installed material depth for loose- fill surfacing.

The rubber in this play area will have (length x width x thickness)
500mm x 500mm x 40mm.

The rubber safety tiles used in the area are water permeable tiles with
no change on slip resistance when wet, with long time wear resistance.
Perdurable on different climate conditions with slip resistance and
water absorbent behavior.

5.3.13 Use –zone

The “use zone” is a ground level area beneath and immediately

adjacent to a play structure or piece of equipment that is designated for
unrestricted circulation around the equipment. It is predicted that a user
would fall and land or exit the equipment on the structures of the use
zone. For all play equipment, an unobstructed use zone covered with
safety surfacing will be provided, which at minimum conforms to EN
1176-1 for the highest accessible equipment fall height. This criteria
reduces the likelihood of life threatening head injuries that often result
from falls from play equipment. Use zones should not overlap except
where indicated.. The use zone dimensions depend on the equipment

52
type. Use zone requirements for each type of play equipment are
provided.

a. Stationary Equipment.. For all ages the standard, provide a

minimum 1500 from all side of equipment and 2000 from all slides of
the equipment.

b. Slide Use Zone. For slides, use zone dimensions in front of the
slide exit region and to both sides of the slide bed must be considered.
The most common case is a use zone in front of the exit region about
2000mm. A 1500 mm use zone is also required on both sides of the
slide bed.

c. Hard Surfaces. Do not allow hard surfaces such as concrete or

asphalt to intrude upon equipment use zones. Containment barriers for
loose-fill surfacing and hard-surfaced pathways must be located
outside of equipment use zones. If a pathway lies within an equipment
use zone, it must be covered with safety surfacing. Dirt and grass are
not acceptable fall zone surfacing materials.

f. High Use Play Areas. Sufficient space should be provided

between all adjacent structures and individual play equipment for play

5.17

53
and circulation. In settings where periodic overcrowding is likely, a
supplemental circulation area beyond the use zone is recommended.

5.4 Play structure general material specifications

5.4.1 Lumber

Lumber is pressed (compound) with great mechanical resistance and

impregnated with special non- toxic materials, for better resistance
throughout time and against weather conditions. Moisture content is
maximum 25% for nominal dimensions over 80mm. Edges are eased to
10mm radius unless otherwise specified. Each piece of wood has been
specially smothered, for avoiding any spike on the surface, according
to European Standards.

5.4.2 Metallic parts

Steel tubes components are galvanized with zinc coating and internal
corrosion coating. Steel tube components are 95%-98% recyclable.
The paint of the metallic

Metal preparation for powder-coat paint finish consists of either a

multiple bath system including a rust-prohibitive iron phosphate wash
or sandblasting. Parts are free of excess weld splatter.

Polyester dry powder coating is electro statically applied and oven

cured at 400°F (200°C) and includes additives for resistance to
ultraviolet (U.V.) degradation.

5.4.3 Rotationally-Molded Plastic Parts

Rotationally-molded plastic parts are molded from linear medium-

density polyethylene resin with ultraviolet (U.V.) light stabilizers and
color molded in. Rotationally- molded plastic parts have an average
wall thickness ranging from 0.125″ (3mm) to 0.375″ (10mm), as
specified. In this construction slides and roofs are rotationally plastic
parts.

5.4.4 Sheet Polyethylene Parts 19mm

54
Sheet polyethylene parts are stress-relieved high-density polyethylene
with ultraviolet (U.V.) light stabilizers and anti-static guard. Sheet
polyethylene parts contain maximum 67% recycled content and are
100% recyclable. The active panels are from sheets of polyethylene.

5.4.5 Hardware and Fasteners

All hardware and fasteners are treated to resist corrosion. Hardware

and fasteners are tamper resistant.

5.5 Calculation of user loads

At this point there will be an analysis of the maximum number of

children that can use this playground equipment, following the
European standards, EN 1176 -1. The standards are mentioned on
equipment being used by kids with not some kind of impairment so for
the present situation, farther information must be considered for the
user’s loads, as for example the mass of wheelchair.

User loads

The loads resulting from users of playground equipment shall be based

on following load system:

a) total mass

G n =nxm+1,64 x σ√n (A.1)

Where:

Gn is the total mass of children, in kilograms;

n is the number of children on the equipment or part;

m is the mean mass of a child in specified age group;

σ is the standard deviation of the age group concerned.

For open public and private playgrounds the following values can be
used: m=53,8 kg σ=9,6 kg

These values are based on data for children of 14 years of age.

However the calculation loads include safety factors, which ensure

55
structures, may also be used by adults, or kids using mobility devices
like a wheelchair.

b) Dynamic factor

C dyn =1+1/n (A.2)

Where: C dyn =is a factor representing the load caused by movement

(running, playing ,etc.) of the users, including material behaviour under
impact loading;

c) Total vertical user load

F tot =g x Gn x C dyn (A.3)

Where: F tot is the total vertical user load on the equipment caused by n
children, in Newtons;

g is the acceleration due to gravity;

Gn is as given in a);

Cdyn is as given in b);

Total vertical load playground intended for use by children of all ages

Number of Mass of n Dynamic Total vertical user Total vertical

users users load user

n Gn Ftot F1v
Gn
N N

1 69,5 2,00 1391 1391

2 130 1,50 1948 974

5 189 1,33 2516 839

10 304 1,20 3648 730

15 588 1,10 6468 647

56
 20 868 1,07 9259 617

25 1146 1,05 12033 602

30 1700 1,03 17567 586

40 2252 1,025 23083 577

The table is reference from the European standard EN-1176 page 48

5.5

d) Total horizontal user load

The total horizontal user load is 10% of the total vertical user load
according to c) and acts on the same level, together with the vertical
load:

F tot;h =0,1 F tot;v (A.4)

e) Distribution of user loads

The user loads are uniformly distributed over the element considered
as follows:

1) point loads: F=Ftot in newtons;

F is acting on an area of 0,1 m x 0,1 m;

2) line loads : q= Ftot/L in newtons per meter;

where : L (will be explained later)

3) area loads: p=Ftot/A in newtons per meter squared;

where : A (will be explained later)

4) volume loads: q=Ftot/L in newtons per meter metered or;

p= Ftot/A in newtons per meter squared;

57
Snow, wind and temperature loads shall be taken from the Eurocode
for Actions on structures (ENV 1991-2-2,3,4) allowing for a reference
period of 10 years.

Number of user on the equipment

The number of user for each structural element likely to be loaded by

users shall be calculated. The calculated number shall be rounded up
to the next whole number.

Number of users on a point

Unless stated differently, the number of users, n, on a point is as

follows:

n=1

Every single point of playground equipment for standing, walling or

climbing upon, or a flat surface greater than 0,1 m wide and which has
less than a 30 o angle from the horizontal, shall be able to carry the load
caused by a one user.

Note: This also applies to rungs or steps for supporting the user’s feet

Number of users on line type elements

The number of user n, on a line shall be calculated from the following:

a) line elements with an inclination up to and including 60 o

n=L pr /0,6; (A.5)

b) line elements with an inclination greater than 60 o

n=L/1, 20(A.6)

Where:

L is the length of the element in meters;

Lpr is the length of the element projected down to a horizontal plane,

in meters.

Line types elements are rungs in ladders and climbing frames, poles
and ropes.

58
Number of users on an area

The number of user n, on a surface area shall be calculated from the

following:

a) planes with inclination up to and including 60 o

n=A pr /0,36; (A.7)

b) planes with inclination greater than 60 o

n=A/0, 72 (A.8)

Where:

A is the area, in meters squared;

Apr is the area projected down to a horizontal plane, in meters

squared.

Area type elements are platforms, lattice type platforms, ramps and
nets.

The width of the plane shall be greater than 0,6m .Planes having a
smaller width shall be treated as line type elements.

The width of the plane shall be greater than 0,6m .Planes having a
smaller width shall be treated as line type elements.

Where these types of elements can be used from both sides, e.g. nets
grids, the number of children, n, shall be based on the area of one side
only. These types of element will not be loaded as densely as
platforms.

Number of users on an area

The number of users, n, in a volume shall be calculated from the

following:

For volumes v≤4,3m3 :n=v/0,43; (A.9)

For volumes 4,3m3<v<12,8m3: n=10+ (v-4,3)/0,85 (A.10)

For volumes v>12,8m3 : n=20+ (v-12,8)/1,46 (A.11)

where V is the volume defined by the periphery of the playground

equipment in cubic meters

59
The volume is used to determine the maximum number of users on
playground equipment, e.g. climbing frames, spatial networks.

5.6 Calculation of structure’s components

Accessible ramp

The number of users on the accessible ramp will be calculated

according to equation (A.5) of 5.5.3.

(A.5) => n=3,15/0,36= 8,7 rounded of upwards to n=9 users

Apr=length in meters x internal width in meters= 3,295 x 0.96=3,15m2

To find the user loads according to equation (A.3) of 5.1

F tot =g x Gn x C dyn

(A.1)=> Gn =9 x 53,8 +1,64 x 9,6 √9 =531,5 kg

(A.2)=> Cdyn =1+ 1/9=1,11

g=10m/s 2 , then

Ftot,v= 10x531,5x1,11=5900N total vertical user load

Ftot,h=0,1 Ftot,h= 590N total horizontal user load

The accessible ramp should be able to carry a load for users, at least
5900 N. That means that after the model construction, the ramp should
be held up against a total force of 5900N or 590 kgr.

Tower with pergola and platform elevation 265mm, (2270x2270)

The tower consists of one platform 2180mmx2180mm and five fences.

The number of users on the platform is calculated according to

equation (A.5) of 5.5.3.

(A.5) => n=4,75/0,36= 13,19 rounded of upwards to n=14 users

Apr=length in meters x internal width in meters= 4,75m2

To find the user loads according to equation (A.3) of 5.1

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F tot =g x Gn x C dyn

(A.1)=> Gn =14 x 53,8 +1,64 x 9,6 √14 =812 kg

(A.2)=> Cdyn =1+ 1/14=1,07

g=10m/s 2 , then

Ftot,v= 10x812x1,07=8690N total vertical user load

Ftot,h=0,1 Ftot,h= 869N total horizontal user load

Each fence- barrier has 1000 mm length.

For the barrier, a line type element, two load cases are considered: the
user load and the barrier load. The number of users on one barrier
(calculated from equation A.5) is:

n=Lpr/0,6=1,0/0,6=1,67 rounded off upwards to n =2.

The total vertical load (according to table) is Ftot,v= 1948 N

According to standards (EN 1176-1 page50) for the specific loads, the
horizontal load on barriers and guard rails is 750 N/m acting in a
horizontal direction on the top rail.

The load on the complete structure may be taken as the sum of the
individual elements. However, it is permissible to take into account the
reducing effect on the load of the increased number of users.

Platform (2180x2180): n=14

Fences- Barriers (5): n=6x2=12

Total: n=26

The total vertical load on the structure in according to equation (A.3) of

5.1

F tot =g x Gn x C dyn

(A.1)=> Gn =26 x 53,8 +1,64 x 9,6 √26 =1480 kg

(A.2)=> Cdyn =1+ 1/26=1,03

g=10m/s 2 , then

Ftot,v= 10x1480x1,03=15244N total vertical user load

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Ftot,h=0,1 Ftot,h= 1524 N total horizontal user load

The tower should be able to carry a load for users, at least 15244 N.
That means that after the model construction, the tower should be held
up against a total force of 15244 N or 1525 kgr.

With the same way, calculations will be done for each component of the
playground equipment.

In the next table there are the loads for each one of the components.

Description Users Total horizontal Total vertical user

(n) user load load
Ftot,v Ftot,h

Accessible ramp
Length 3295
9 590 N 5900 N
Tower with pergola,
platform elevation
265mm (2270x2270) 26 1524 N 15244 N
Accessible ramp/
length 1500 5 364.8 N 3648 N
Tower with platform
elevation 480mm
(2270x2270) 22 1300 N 13070 N
Climbing ramp 9 590 N 5900 N
Accessible ramp /
length 1000 4 280 N 2800 N
Tower – plastic slide 7 446 N 4460 N
Transfer platforms 24 1412 N 14120 N
Tower- plastic short
slide 8 480 N 4800 N
Horizontal bar –hand
rings 4 280 n 2800 N
TOTAL 118

5.7 Play Inspection area

When the equipment has been completed an inspection has to be done

after the installation in the play area. The manufacturer has to comply
with the standards about the inspection area and consider the following
questions:

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ƒ Is the composite structure free of loose, missing, or broken
parts?

ƒ Is the composite structure free from wet or icy surfaces when

children are brought outside to play?

ƒ Is there access from all users to all play elevated component?

ƒ Is the composite structure free from loose, slippery materials,

such as sand and leaves on platforms, stairs and rungs?

ƒ Is the equipment layout free from two events that extend from the
side of the structure to create side-by side play events?

ƒ Is the composite structure’s use zone free from obstructions

when measured 1500 mm in any direction from the equipment
and 2000 mm from the exit zone of slides?

ƒ Are wood materials free from warping, wood rot, insect damage?

ƒ Are metal materials free from rust, corrosion, or bending of

members?

ƒ Are plastic parts unbroken and without chips or cracks,

particularly at joints and connections?

ƒ Are wood materials free from splinters, loose or missing knots, or

sharp edges or corners?

ƒ Are metal materials free from rough metal and sharp edges or
comers?

ƒ Is all hardware present, securely attached, and without

significant wear?

ƒ Is the composite structure free from chipped, peeling or worn

paint?

ƒ Is the inclined ramps easy accessible also for kids using

wheelchair?

ƒ Are handrails or handgrips provided to ease the transition

between platforms and attached play events?

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ƒ Are handrails or handgrips between 25 to 40 mm (.95 to 1.55
inches) in diameter

ƒ Are platforms levels (within 2° of horizontal)?

ƒ Are openings provided in platforms to allow for drainage?

ƒ Are metal materials galvanized, anodized or composed of other

non-rusting materials?

ƒ Are lock washers, self-locking nuts or other locking means

provided for all nuts and bolts to protect them from detachment?

ƒ Are the activity in the appropriate height for kids to reach them
when use their mobility device?

ƒ What makes the accessible element accessible? Has it been

used and tested by children with disabilities? Are any of these
elements located in your area that can be reviewed?

ƒ Are all of the accessible play elements incorporated into the main
path of travel and fully integrated throughout the play area so as
not to create segregated situations?

ƒ Are the accessible play elements joined to accessible routes?

ƒ What form(s) of access is provided to the play component?

Transfer points? Ramps? Both transfer points & ramps? Other?

ƒ For each element and experience at the play area that is not
accessible, is at least one accessible element provided that will
offer the same or similar experience? Are the reach ranges and
clear widths appropriate for the designed age group and usable
by children with disabilities?

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CHAPTER SIX

CONCLUSIONS

Summary

The thesis attempt to aid manufacturers and designers by providing

information of accessibility and safety, combining the European
standards (EN 1176-1) and some baseline accessibility standards from
ADA. At same time in chapter five the design of the playground
equipment will be the “fingerprint” to companies mainly in those who
hasn’t involved yet the accessibility, to create an accessible and safety
playground area.

General thesis provides specifications for elements within a play area

to create a general level of usability for children with disabilities.
Accentuation is given on ensuring that children with disabilities are
generally able to access the diversity of components provided in play
area. A child with disability is a child with abilities, and that activity,
rather than appliance, oriented design creates a setting where all
children may be included in the fun. In the design of children’s play
environment, the inclusion of children with disabilities among their
peers should be one of the principal goals of the design outdoor play
settings. Understanding children with disabilities, and what they
capable of, is the first step toward designing truly inclusive
environments. Emphasis also placed on the safety area general for all
kids.

The construction has been designed, according the standards and

gives the chance to use it all the kids. All the components are in such
place where children with disability have the opportunity to play with
them. The distances also are suitable for users to have easy passages
through the equipment. Materials of equipment are non toxic and
against weather conditions. Calculations of user loads, has been made,
and after the final construction, tests according the calculations has to
be made to approve the integrity of the equipment.

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 REFERENCES

BIBLIOGRAPHY

[1] The disabled people and their training’’ Greek bibliography / Sideris

[2] People with special needs /Greek bibliography/ Greek Letters

[3] The consept of oppression and the development of a social theory of

disability / Abberley P 1987

[4] The disabled people and their training’’ Greek bibliography / Sideris

[5] Disability ,Deafness and the body , verso, London / Davis L. 1995

[6] Disability , Handicap and society /Hahn H.1980

[7] Beyond left and right: The future of Radical Politics /Giddens H.1994

[8] Disability Handicap and Society /Chapel A H.1992

[9] Article from FEPI organization / FEPI 2006-2007

[10] European standards prEN 1176-1 :2006

[11] European standards EN 1176-77 :1996

[12] Guidelines for Play areas /U.S. Access Board 2005

[13] Keith Christensen Article / Keith Christensen 2006

[14] The new ADAAG / The American institute of Architect 2006

[15] Federal Register, Department of Justice, Part II, 28 CFR Part 35, July 26,

1990: Non-discrimination on the Basis of Disability in State and Local

Government Services;

[16] Final Rule. Report of the Recreation Access Advisory Committee,

Architectural and Transportation Compliance Board, 1331 F Street N.W.,
Suite 1000, Washington, DC 20004-1111 .

[17] A evaluation of Disability / Barnes, C (1995)

[18] Disabled People and Social Policy / Jo Campling

INTERNET ARTICLES

http://www.dbtac.vcu.edu/adaportal//Facility_Access/ADAAG/

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Park design play guidelines / Draft 6/16/06

http://www.ncaonline.org/ncpad/

http://www.access-baord.gov/

http://academic.cuesta.edu/acasupp/DSPS/1disabil.htm#1

http://en.wikipedia.org/

http://www.uark.edu/ua/csd/index.htm

http://www.scotpho.org.uk/

http://www.boundlessplaygrounds.org/

PLAYGROUND MANUFACTURERS WEB PAGES

http://www.playworldsystems.com/pw/boundless.asp

http://www.miracle-recreation.com/

http://www.littletikescommercial.com/

http://www.playandpark.com/accessibility.iml

http://www.rec-creations.com/boundless/

http://www.bigtoys.com/catalog.php?showType=Boundless

http://www.hags.com/

http://www.kompan.com/

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