Put a very young child with severe physical or learning impairments in a traditional style playground and it is likely they won't get very much out of it. There will be hardly anything to engage them, not a lot that they can access and very little the child can learn from. To them this sort of playground is nothing more than a big empty space and an even bigger waste of time.
Design an environment within which they feel comfortable, inspired and able to take part, however, and children with disabilities can, just like anyone else, learn about themselves and how to interact with each other and the world around them. In fact, the new purpose-built early years playground at Chadsgrove Special School in Worcestershire is proving to be a great success in facilitating exactly this sort of learning.
Despite the recent weather, the playground is providing an ideal play setting for children between the ages of two and six, all of whom have profound and multiple learning disabilities or physical impairments.
'It's only a small area, but it enables the children to play in the way they like to play,' says head of the lower school, Angela McVie, as she watches a group of four- and five- year-olds gathered under some multi-coloured mobiles, hanging from hooks attached to a wooden frame on the edge of the playground.
One child reaches out towards a windchime and it makes a sound, while two classmates blow at the ribbons, making the mobiles move.
'By interacting with the mobiles, children are learning - albeit in a very basic way - about cause and effect,' says Angela. 'They are starting to realise that they can make things happen and don't just have to sit and watch.'
Not far away another child is doing anything but sitting and watching. The three-year-old has a huge grin on his face as he bashes away at some switches attached to an electronic wall display. He loves the songs and rocks his head back and forth as the tunes play. When the music stops, so does he.
'He is making choices about what he wants to do in his own leisure time,' explains Angela. 'He may not be able to communicate this orally yet, but we can tell by looking at his facial expression and body language that this is what he wants to do.'
As an auditory learner with a visual impairment, the child is demonstrating an understanding of cause and effect. Play the music and he reacts; stop it and he reacts again.
'As teachers we are facilitators of learning and enjoyment,' Angela says. 'We don't decide what the children want to do, but make interventions to support their choices so they can access the equipment and get as much quality out of their time on the playground as possible.'
A teaching assistant has made sure this music lover is placed sideways on to the switches so that he can reach them with his stronger right hand while still in his wheelchair. Likewise, a little girl who loves posing in front of the mirror in the far corner of the playground can only do so if her wheelchair is positioned in the right place. Some of the children playing with the mobiles might need help reaching out towards their chosen target, or if their attention is wandering, having it redirected towards the object of their actions.
'Regardless of the nature and severity of children's impairments, there is something for them to enjoy and learn from,' says Angela. She was involved heavily in the design and project management of the playground in the 18 months prior to the beginning of summer term 2007, when it first became operational.
'It's vital to ensure that as teachers, you lead the design and don't simply leave it to the contractors to give you a best fit or to install a one-size-fits-all solution,' Angela says. 'Since few of our children are ambulant, we have a very specific set of needs to cater for and would not be able to access much of the typical playground equipment.'
Three companies were used to install the blueprint created by Angela and her team of staff. It was time-consuming, but with thorough planning and effective communication between all parties, there were few hiccups.
Angela recalls one instance when she had to remind a couple of contractors that a mirror put up at adult height was of little use to a four-year-old in a wheelchair. At first, she says, the companies couldn't understand why the mobile frame needed to be put near to the classroom door, as the children most likely to use it were prone to needing a quick dash to the nurse or toilet every so often.
'The design should reflect the needs of the children,' she stresses. 'For instance, we need enough space between apparatus to allow wheelchair users to move freely around the playground.'
The right environment
Physical activity is as important for disabled children as it is for their able-bodied peers. Give them the right environment and there is always something they can do. One child is carefully negotiating the centre-piece of the playground, the Chadsgrove Bridge. For a five-year- old with a walking frame it is quite a challenge, particularly as the bridge has several bends, curves and a few variations in height. But when he finally gets to the end he feels great satisfaction at his achievement.
From the teacher's point of view he has also reached two of his personal learning goals - to make a recreational choice between two pieces of equipment, and to negotiate the bridge using the strength in his legs. What's more, his persistence in keeping going when things are not easy is an attribute that will serve this child well throughout his life.
Richard Aust OBE, head teacher at Chadsgrove School, explains how securing registered charity status made it far easier to fund the project. 'There are many charities that will give grants only to other registered charities, and the Directory of Social Change is a good place to start looking for those that fund educational projects,' he says. This, and a combination of donations from parents and local companies, enabled the school to raise the £86,000 needed to design and install the playground.
Playtime is almost over. Some children stay on the bridge playing with the mobiles. The little girl has lost interest in her mirror and is playing with a tactile panel on the adjoining wall, but the music fan is still shaking his head in time to his favourite song. All the children are happy, and their teachers know it.
FURTHER INFORMATION
- Directory of Social Change: www.dsc.org.uk.
