Accesible Playground Area

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 Chapter One

pages -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

-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

Chapter Four

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

manufacturer4.7 Chapter Five 5.1

-Inspection and maintenance information-

39-40

-Design Process analysis of the structure-

41-64

-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

-Conclusions-

65

Chapter Five

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

areaTable 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.

1.3

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.

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

Playground,

Lane No. 35

Fedde

Inc.

BCI

City

of

Ashland, oregon

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,

4K8

Ltd.

Box 68

6

P.O.

Kompan, Inc.

7717

New

Market

Olympia, WA, 98501

Street

Little

Tikes

One

Iron

Commercial

Mountain

Play Systems

Drive

Play

518

Mart,

South

Farmington, MO, 63640

Somerset,

Inc.

Main Street

KY, 42501

Playworld

1000 Buffalo

Lewisburg,

Systems

Road

PA, 9795

Table (2.1)

7

17837-

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 human being, e.g. walking]

[4]

[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 individual’] are

[11]

caused

. According to the last typology disability and handicap 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

9

argue

about

current

policy

:

[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 senses]

[2]

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 speech language or hearing]

[3]

. 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

participate on an equal level with all children] 18

[7]

.

with

disabilities

to

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 appropriate to their abilities]

[8]

.

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

platform

above on

a

grade

from

composite

a

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 the

before

child

is

undergoing a forced movement.

Special

consideration should when 4.3

be

given using

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

Inclination

Open one end

Open both ends

≤5 o and

≤5 o

≥15 o

upwards only when entering Minimum

≤750

≥400

≥500

≥750

≥750

Length

≤2000

≤1000

≤2000

None

None

Other

None

None

None

None

Provision

internal dimension

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 4.6

Ground- level route

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

elevated play components using a

4.9

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

equipment with transfer points].

[10]

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

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

use

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

elevated components

provide at least { } ground

components must provide

– level play components

{ } ‘’different’’ types of activity

41

ground

–

level

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

Access Ramp /Length 3295/ Inclination 5

Ο

1

Transfer Platforms

1

Slide –elevation 1175mm

1

Slide – elevation 595 mm

1

Climbing ramp

2 Ο

1

Ramp/ Length 1000mm/ Incline 5 Ο

1

Fire pole

1

Activities panel

5

Telescope

1

Hand Rings (pair)

1

Horizontal bar

1

Ramp /Length 1500mm/ Incline 8

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

(2270x2270).

square The

platform 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

space

maneuvering

for

there

is

enough 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 height.

and

reaches

at

480mm

The use of wheelchair or

any other device, at this point, may

5.6

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

elevated-

tower

there

components,

are

two

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

completed

with

components,

equipment the

two

horizontal

is

activity

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 mediumdensity 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 users

of

Mass

of

n

Dynamic

Total vertical user

Total vertical

load

user

Ftot

F1v

N

N

users n

Gn

Gn

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 4,3m312,8m3 : 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 60

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

61

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 (n)

Total horizontal user load Ftot,v

Total vertical user load Ftot,h

9

590 N

5900 N

26

1524 N

15244 N

5

364.8 N

3648 N

22 9

1300 N 590 N

13070 N 5900 N

4 7 24

280 N 446 N 1412 N

2800 N 4460 N 14120 N

8

480 N

4800 N

4 118

280 n

2800 N

Accessible ramp Length 3295 Tower with pergola, platform elevation 265mm (2270x2270) Accessible ramp/ length 1500 Tower with platform elevation 480mm (2270x2270) Climbing ramp Accessible ramp / length 1000 Tower – plastic slide Transfer platforms Tower- plastic short slide Horizontal bar –hand rings TOTAL

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:

62

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? 63

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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