Guest Blog: The importance of inclusive play

Posted on December 18, 2013 by PlayLSI

In June, we awarded the Iola Kiwanis club in Iola, Kan., $25,000 in playground equipment as part of the Make a Difference Through Play contest. We’re happy to share another update from Michael Ford, member of Iola Kiwanis and community resource officer for the Iola Police Department.

The M.O.M.S. group has been a great help in planning the inclusive playground. They’re excited about the playground, but even more excited for the opportunity to educate the community about their children with special needs. During a recent fundraiser, each of the moms brought something to display about their child. Then in the presentation, they talked about how the inclusive playground would benefit their child with special needs in addition to their typically developing children.

Iola is a town of 5,600 people in a county of 14,000. And out of the three surrounding counties, we’re the only one with a Wal-Mart. People from the tri-county area visit Iola for many reasons—a shopping trip, our parks, swimming competitions. And soon, our new inclusive playground. The nearest inclusive playgrounds are in Wichita, Kansas City and Joplin, all of which are about a two-hour drive away. So when parents hear about our inclusive playground, I definitely think they’ll visit Iola to give their kids a chance to play.

I don’t want to say “If you build it, they’ll come,” but I think that’s the case. With the way the design is, every kid can play on this playground. I think people will be coming here; Iola will become a stop for many families.

Michael, the Iola Kiwanis club and the entire community of Iola have been busy fundraising for the inclusive playground since winning the Make a Difference through Play contest. And congratulations to the entire team are in order. As of earlier this month, Iola Kiwanis secured two additional grants—one from the Kansas Health Foundation and another from KaBOOM!—for the playground to bring them within about $15,000 of their fundraising goal!

Stay tuned for another update from Michael next month. He’ll talk more about the benefits of the partnership between Kiwanis International and Landscape Structures.

Inclusion in Ecuador

Posted on December 12, 2013 by PlayLSI

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

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

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

Guest Blog: Designing a truly inclusive playground

Posted on November 27, 2013 by PlayLSI

In June, we awarded the Iola Kiwanis club in Iola, Kan., $25,000 in playground equipment as part of the Make a Difference Through Play contest. Since winning, they’ve been busy with plans, and we’re happy to share another update from Michael Ford, member of Iola Kiwanis and community resource officer for the Iola Police Department.

When our playground consultant from ATHCO, LLC visited with us to discuss the inclusive playground design, five representatives from the M.O.M.S. group were at the meeting along with the school’s physical therapist and a couple of Kiwanis members. We all paged through the Landscape Structures catalog—the moms focused on products that might specifically help their kids—and the rest of us picked out items that we thought we be fun for all kids.

The Marble Panel™, Xylofun Panel® and Bongo Panel all provide sensory-rich experiences for kids.

L to R: Marble Panel™, Xylofun Panel® and Bongo Panel

Some of the moms focused on including sensory panels because they figured that even though their children might not have a lot of muscle strength to climb or hang from overhead events, they can still participate and have fun. And I don’t know what kid isn’t going to enjoy beating on Bongo Drums or playing on a Xylophone, which is what some of the panels included. Another popular item was the Marble Panel™, which one mom whose child with vision problems picked out. The light shines through the marbles to engage kids’ sight, plus it offers a unique tactile experience.

As a parent of kids without special needs, I never thought about sensory items as part of the playground, but now I see that it’s very important. And it’s important for the development of all kids. That, to me, is how we’re providing a truly inclusive play space.

Roller Table™

While the moms focused on sensory-rich activities, the physical therapist thought more about what kids—with and without special needs—need for building strength. She chose climbers that would engage kids’ full bodies. And she thought the Roller Table™ would be great for kids that don’t have any lower body strength, as they can lie down and pull themselves through.

The design process has been very educational for us. The Cozy Dome®, which I just looked at as a fort or climber, can also be beneficial for children with autism to use as a “time-out” space if they get overstimulated. It was quite the learning experience to look at these playground products from a different point of view.

Cozy Dome®

After that first meeting, our playground consultant came back with a design that we all liked. The design is final; however, if we exceed our fundraising goal we’d love to add more inclusive playground pieces to the design.

Stay tuned for another update from Michael next month. He’ll talk more about the importance of inclusive play to the community of Iola.

Acceptance of all…in a lunch box

Posted on August 27, 2013 by PlayLSI

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

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

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

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

Welcoming all abilities, generations with a new take on the seesaw

Posted on February 21, 2013 by PlayLSI

Nearly 14 percent of children have one or more special needs ranging from autism to cerebral palsy. These kids often have troubles socializing and even playing, which is why it’s important to address various abilities on the playground. Additionally, we’re seeing an increased number of caregivers who are injured military service members and part of an aging population. Their needs are also important to consider so that entire families can come to the playground for fun and recreation.

The above reasons are why we’ve expanded our inclusive play product offerings. The new We-saw™ is a seesaw that was specifically designed to accommodate people of all abilities. It is a multi-person seesaw that is accessible, promotes social inclusion and offers a multi-generational solution. The We-saw provides a truly inclusive play experience by accommodates multiple users, and the We-saw’s walk-in seating allows for easy access and transfer for those with mobility issues. Everyone that climbs aboard the We-saw will experience a fun, user-controlled ride.

We are committed to providing play experiences for children of all abilities. With our design philosophy, which addresses the environment, the play experience and variability, and other inclusive play product innovations like the OmniSpin® spinner and Oodle® Swing, we bring children with and without disabilities together to play, learn and grow on the playground.

Guest Blog: Building social bridges at NAEYC

Posted on November 21, 2012 by PlayLSI

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

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

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

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

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

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

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

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

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

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

Miracle League of North Alabama celebrates complex opening

Posted on September 27, 2012 by PlayLSI

Last month, the Miracle League of North Alabama, located in Huntsville, celebrated the grand opening of its baseball complex at Braham Spring Park. The accessible baseball field is now ready for the 165 kids and adults with special needs who are signed up to play baseball this fall, plus the complex includes a truly inclusive playground and a one-of-a-kind concrete statue of Homer, the Miracle League’s mascot.

Miracle League logo in PebbleFlex® surfacing.

The grand opening event welcomed nearly 200 people from Huntsville and surrounding communities. People in attendance learned about the history of The Miracle League Association, the national organization that designs and constructs custom baseball fields for children with mental and/or physical challenges, from Executive Director Diane Alford. Additionally, the mayor of Huntsville, named and dedicated the field Johnny Franklin Field, after Johnny Franklin, North Alabama’s league director, the league developer for the national office and the driving force behind the project in Huntsville.

Inclusive PlayBooster® Vibe™ play structure with PebbleFlex safety surfacing.

We’re proud to say that we were involved in each main component of the baseball complex. The accessible baseball field was created using PebbleFlex® safety surfacing, which features custom color blends and graphics including the Miracle League logo. The inclusive playground features a PlayBooster® Vibe™ playstructure, and uses a variety of multi-sensory playground components like the Rollerslide, Cozy Dome®, OmniSpin® spinner and Oodle Swing®.

Homer, the Miracle League mascot, was custom designed out of concrete and hand-painted by Landscape Structures' artists.

The Miracle League mascot, Homer, constructed of concrete.

Unique to the Miracle League of North Alabama’s complex is the concrete statue of Homer. The statue, constructed of Glass Fiber Reinforced Concrete (GFRC), is completely custom designed and was hand-painted by Landscape Structures’ artists. Homer is positioned behind home plate, and provides a distinctive photo opportunity for visitors to the baseball complex.

Tradition Meets Future

Aside

The region two winner of the Together We Play™ essay contest comes from South Elgin, Ill. The FUNdation, a not-for-profit 501(c)(3) organization, works to improve the quality of life for the residents of the Village of South Elgin through the development, implementation, and funding of recreation, education, and conservation programs, services and facilities. Read the excerpt below to learn more about their need for inclusive playgrounds.

“Imagine an adolescent boy and father visiting a park together. Because of his special needs, the boy is unable to use the swings appropriate for his age, so they try to fit him into a toddler bucket swing. Now imagine the terror of the child and the anxiety of the father when the child becomes stuck in the swing requiring responders to cut him out. Unfortunately, this scene was not imagined. It recently happened at a park in the Village of South Elgin.

The FUNdation embraces the Village motto “Where Tradition Meets the Future” by employing our traditional values while addressing the future needs for our community. We envision the creation of a welcoming park that is inclusive of age, sensory and developmentally appropriate playground equipment and free of barriers for visitors with physical challenges.”

Playing together

Posted on September 29, 2011 by PlayLSI

Many children with special needs have difficulty adjusting to unstructured time, such as time on the playground. But after reading the Together We Play™ essays and speaking with parents and caregivers of these children, we know that the playground is an important place for children to be welcomed.

I recently came across a blog, Thin Places—Faith, Family and Disability, that discussed this topic. The author has a daughter, Penny, with Down syndrome. Penny started kindergarten this year and really enjoys it, but she sometimes has trouble sitting still and using her words. Penny’s teacher, however, is working closely with the author to ensure that Penny has friends.

“On Monday, though, Penny’s teacher took it to a new level. ‘The hardest time for Penny is on the playground,’ she said. ‘I think it’s because it’s such an unstructured time.’ So she’s decided to create a game time for Penny and a smaller group of friends. Usually the teacher would use that time to prepare for the second half of the day. But instead, she’s outside, making sure there’s a place for our daughter.

I spoke with a friend last night who has a daughter with Down syndrome who is also in elementary school. My friend was in tears because some kids had yelled at her daughter on the playground: ‘You don’t belong here!’ We talked for a long time about the difficulties of being a child with special needs, and the difficulty of being a parent of a child with special needs. She talked about the purpose of inclusive education, and she said, ‘I know that for my daughter to fit in means putting a square peg in a round hole. But I thought that inclusion was intended to make that round hole bigger.’ My daughter will not become a circle, but I’m grateful that the circle is becoming large enough for our daughter to fit in.”

Inclusive education is exactly what Shane’s Inspiration’s programming is all about. Their playground programming helps break down the barriers of bias toward children with disabilities through education. Check out what Shane’s Inspiration might be able to offer to your community.

Play for Life

Posted on September 23, 2011 by PlayLSI

The 2011 Play for Life Symposium, held Sept. 22-23, in Minneapolis, attracted park and recreation professionals, landscape architects, individuals working for nonprofit organizations and many more.

Prior to the two-day Symposium, we hosted a small group of attendees at Landscape Structures’ headquarters. They learned about the history of Landscape Structures before taking a tour through our manufacturing facility, and then were able to go on playground visits around Delano. That evening, we hosted a social and gave them an opportunity to network and meet Symposium speakers.

The Symposium kicked off on Thursday, Sept. 22. Day one of the event focused on the many dimensions of inclusive play including traveling with a disability, music, inclusive playground design and playground programming. In addition to valuable classroom time, the attendees were given ample time to network and share ideas with their peers.

Day two of the Symposium concentrated on inclusive play and the natural outdoors. Attendees heard from Bethe Almeras, Head Start Body Start; Carol A. Krawczyk, ASLA; and Hedda Sharapan, The Fred Rogers Company. Each of the day’s speakers discussed play in the outdoors, engagement in any environment and how it affects our lives as grownups. With more interaction among attendees, this was a great way to close the third annual Symposium.

Together We Play

Bringing the magic of play to communities.

Category Archives: special needs