Loading...
HomeMy WebLinkAbout2012-11-12 PACKET 08.A.(-71M City of IV440�..§ Cotta Grove Minnesota To: Parks, Recreation and Natural Resources Commission From: Zac Dockter, Parks and Recreation Director CC: Date: July 27, 2012 Subject: Handicap Accessible Playground Concept Introduction At the June Commission meeting, staff presented information on the concept of developing a large handicap accessible playground in Cottage Grove. The commission expressed a desire to continue discussion on such an endeavor. Background Staff has spent time reviewing the many different grant and design options for such a playground facility. There are many organizations, groups and /or grant programs that may offer assistance towards making this idea a reality. But ultimately it will take an investment from the community to make it happen. In order to not steer the idea phase in any one direction at this point, it would seem appropriate that the idea be presented to the community to see if it can garner individuals interested in participating in a grass -roots effort. If that group is formulated, it would likely proceed as follows with help and advisement from Parks and Recreation staff and commissioners: 1. Formulation of team. 2. Introductions and development of goals and timeline of project. 3. Tour similar facilities. 4. Perform location matrix to find most suitable spot for concept. 5. Develop design concepts for playground. 6. Present concept(s) to Parks Commission and City Council for approval. 7. Develop press release and marketing information. 8. Research and seek grant opportunities. 9. Develop, implement and manage fundraising campaign. 10. Construction. Recommendation Provide staff direction in regards to the development of a handicap accessible playground. i .ah..J !L7i Consider... People with disabilities are the nation's largest minority group AND the only group which anyone can join at any time. President Obama Announces Release of yam`_ 7o updated ADA Rules July 27, 2010 "To advance opportunity and prosperity for all of our people, to constantly expand the meaning of life, liberty, the pursuit of happiness, to move America forward..." i I Guide to AAA ` Accosslyili I Guidelines for i ( Ptay Areas 1 t By1 I Barriers to Inclusive Play: Common Misconceptions Children with Disabilities: • Carry contagious diseases Are too fragile to play Will hurt other children • Can't interact with their peers Need to be served through special programs "Before I went to this park, I thought someone in a wheelchair is scary and weird. Now I know they can play and be friends just like me." Henry, Age 9 The Facts & Impact 20% of Americans have a disability 54 million people almost 5 million children • Between 1990 —2000 there was a 25% increase in Americans with disabilities representing the fastest growing subgroup • According to a 2008 British study, students with disabilities are involved in bullying 65% more frequently than their peers vath typical abilities • The drop -out rate for students with disabilities is approximately hvlce that of general education students • More than 85% of adults with disabilities who report loosing their jobs report doing so due to a lack of social skills' • 49% of people with h moderate to severe disabilities report a negative experience in the public vs. 29% of those with mild disabilities • Collective purchasing power for people with disabilities and their families: $220 billion market Understanding the Benefits of Inclusive Playgrounds Play creates social relationships & models behavior ,which impacts long -term success in adulthood Self- esteem is strengthened,as kids master tasks and the physical environment A foundation for academic learning is established Play stimulates the brain to produce chemicals that an help reduce brain damage • Motor skills, muscle tone, sensory processing( vestibular /proprioceptive), physical strength, and cause- and - effect learning are promoted Receptive and verbal communication skills are built • Childhood obesity is countered by engaging children in a natural form of exercise, leading to higher levels of physical activity As children become less active and overly engaged in sedentary entertainment, play and access to playgrounds serve as preventative measures: A Higher Level of Inclusive Play Inclusive is not about meeting "special needs", it's about meeting all children's needs in the same place and in a variety of ways. Douche, P. (2002) It Doesn't Just Happen — Inclusive Management for Inclusive Play Out of 1,000 Children Enrolled in Elementary and Secondary Schools 2008-09 Disability ■ No Disability 132 Source: National Center for Education Stabstics, 2011. Data is for the 2008 -09 school y- 2 The number of children with each type of disability out of the 132 children with disabilities enrolled 2008 -09 \ IN learning dlsab !lilies Speech /Language Cognitive disabilities V Emotional disturbance Hearing impairments • Orthopaedic impairments • Other health lmpairmenls _ ■ Visual Impairments S -- -.\_� ■ Multiple disabilities IN Deaf - Blindness 1 b r.laY uze Autism mobility ' dehCe !' Traumatic brain injury Developmental delay Source. National Center for Education Statistics, 2011. Data is for the 2008 - N school year. The Graying of the United States e rYte�rm Cn4 /�e¢vLLSSUP �'- waM�WYfiu tMmt+(a ivYmo •K �MbYw4rn.n What does this mean? These emerging disabilities have more social, emotional and sensory components than a physical component. These are tied into a child's sensory motor development. Some Facts about Grandparents • About 40% are currently providing child care for their grandchildren and other 19% have done so in the past. Of this 60% — 52% provide care less than 12 hrs /wk — 24% provide care 12 -25 hrs /wk — 22% provide care 25 or more hrs /wk Source Grandperenls: A Critical Child Care Safety A'et, 2008 National Association of Chid Care Resources & Referral Agencies 3 LSI's Inclusive Play Advisory Board _ Lucy Jane Miller, Ph.D., OTR Founder and Director, Sensory Processing Disorder Foundation and STAR Center, Research Education and Treatment Denver, CO Keith Graunke, Pamela Ph. D., Associate Autism Speaks Professor r and and Director of the AuGSm ` Spectrum Graduate Program, San Francisco State University. -" , , €: ..+ Ingrid M. Kanics, OTR/L Inclusion Specialist Tiffany Harris, Co- founder, CEO Parents of children with �• Jeff Burley, CTRS Adaptive disabilNes Recreation Program Manager, Saft Lake Co. UT. mommommmomd What does this mean? These emerging disabilities have more social, emotional and sensory components than a physical component. These are tied into a child's sensory motor development. Some Facts about Grandparents • About 40% are currently providing child care for their grandchildren and other 19% have done so in the past. Of this 60% — 52% provide care less than 12 hrs /wk — 24% provide care 12 -25 hrs /wk — 22% provide care 25 or more hrs /wk Source Grandperenls: A Critical Child Care Safety A'et, 2008 National Association of Chid Care Resources & Referral Agencies 3 Autism Spectrum Disorders Y > Play Challenges in Autism Social Imaginary . Sensory AUTISTIC KIDS AT GRATTAN GET A PLAYFUL GIFT The Five Senses Sight hearing taste smell touch J.A . OW- - n INrty RvndH.ApM 15.2010 Ore wl of every ltS WYkmhas some loan of eo4ve3 `�. �,I a3leplt ef�p raGOMl SN1h4e IMl translates iY 1�Tt�; rPWiY:00 cIwlrenN San FrantarAPWk3tn � Jven lfsMer, 6.e oro of lM1w t :ry° { Lte rcxnY a�t15L2 WIaen he elrug�ei wdh erAde rarga I1 d epetl. ace. n ,+. . g dbeltVViaal a.. , es.SYn(leriltr3d tivdhrod Qtr rMT9lriufM et v_MOlor (Ye/np al reoe3s "/ - can beawvwhe5ni+pl Fd irpos38to 6 t luLn Na a new weY W makebeMS pn11Y Galtan Ekmnlery SClad pbyprauM- ane1ha12amssNlb Nape - �v ?��� - dabg,P�aeue9�trendome h9of bee erd vttndedbY - aneye -leis{ turcp/, fwuiy. cuvy wYl rrr f2Eaoo Pln sal:clue al Gaeen wren les Propree w eeve•ey e�1:i14 warn we3 vxc:r.ci+r destp ed and Mmin! w51h enetrd3 W Lel'n N m'sd. Sensory Input Registration Spectrum >r C' Hypo Hyper Responsive Responsive 0 The Five Senses Sight hearing taste smell touch 0 Vestibular: t Balance Movement Typical Sensory Motor Development Nervous system c.pit- htcn.t hierarchy F PercepNal l.7otor Development Sensory M Deveapment SmeO Vzual PutlRwy Tazte ..m syst— Tactile Progbcep wsEbular Central Nervous System Where Inclusion Begins Accessible play' and'inclusive play' are not the same things. Removing environmental barriers helps make play spaces accessible, whilst social barriers have to be dealt with to make them inclusive." (Heseltine and Hicks, 2001) Beyond Accessibility: A Higher Level of Inclusive Play A Higher Level of Inclusive Play • Universal Design — The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design 1. Equitable Use 2. Flexibility in Use 3. Simple and Intuitive Use 4. Perceptible Information 5. Tolerance for Error 6. Low Physical Effort 7. Size and Space for Approach and Use 5 Universal Design • Differs from accessible design • One solution that can accommodate people with disabilities as well as the rest of the population • Considers young and old, right and left handed, those with children or aging parents • Considers needs of multi - gender, multi- generational families ?: 3 Inclusive Play Design Elements • Physical access — environment ✓ Safety and comfort ✓ Access Safety and Comfort: Enclosing the Playground f ¢ta Inclusive Play Design Elements • Physical access — environment • Play activities — experience • Variability —options, choice Bell,M.J.; Dempsey, J.D.; & Winter, S. Creating Play Environments for Children with Special Needs L Inclusive Play Design Elements • Physical access — environment ✓ Safety and Comfort ✓ Access 7 Access: Ramps and Transfer Points Access: Transportation /Circulation i AN " F,e QL� Access: Protective Surfacing - M - " ' Inclusive Play Design Elements • Physical access — environment • Play activities — experience • Variability —options, choice Bett,M.J.; Dempsey, J.D.; & Winter, S. Creating Play Environments for Children with Special Needs E Access: Protective Surfacing Inclusive Play Design Elements • Play activities - experience ✓ Cognitive ✓ Physical ✓ Sensory ✓ Social /Emotional s Play Activities: Physical Experiences • Balance & Coordination • Muscle Strength and Control • Cardiovascular • Motor Planning Play Activities: Physical Experiences 10 ✓ Developmentally Appropriate ✓ Graduated levels of challenge i• s bill f � Sensory Experiences: Spinning • Vestibular Stimulation • Eye Tracking • Motor Planning Vestibular Play - Spinning i0 `4�JY 11 Sensory Experiences: Swinging r v" Sensory Experiences: Tactile JIM i. Sensory Experiences: Climbing u= Proprioceptive Stimulation = Coordination Muscle Strength = Endurance Motor Planning = Skill Development 12 Sensory Experiences ;k4 13 Sensory Experiences: Social Play Inclusive Play Design Elements • Physical access — environment • Play activities — experience • Variability — options, choice Bell, M.J.; Dempsey, J.D.; & Winter, S. Creating Play Environments for Children with Special Needs Sensory Experiences: Social Play 14 Putting it all together Y =f 15 Best Practices for Success • Bring in a consultant from the playground manufacturer early in the process • Form an advisory committee of design and disability experts, including parents • Conduct a needs assessment of your community • Perform a complete site analysis Inclusive is not about meeting "special needs", it's about meeting all children's needs in the same place and in a variety of ways. Douche, P. (2002) It Doesn't Just Happen - Inclusive Management for Inclusive Play A& landscape structures A Higher Level of Inclusive Play +A a N1 Better Playgrounds Better World© flagshi� 16 Variability in Design y T. ItR _ - M j+ilrJi Best Practices for Success • Bring in a consultant from the playground manufacturer early in the process • Form an advisory committee of design and disability experts, including parents • Conduct a needs assessment of your community • Perform a complete site analysis Inclusive is not about meeting "special needs", it's about meeting all children's needs in the same place and in a variety of ways. Douche, P. (2002) It Doesn't Just Happen - Inclusive Management for Inclusive Play A& landscape structures A Higher Level of Inclusive Play +A a N1 Better Playgrounds Better World© flagshi� 16 Variability in Design