Playground designers, like all contemporary architects, ought to be creating play spaces for all children following principles of universal design. No one should have to remind them.
But as with every other access example, it can not be emphasized enough that “access” means access to opportunities, not merely physical spaces. Engineering “opportunities” doesn’t come readily to designers and architects. That’s where educators and others concerned about children have to assertively jump in.
Playground designers, like all contemporary architects, ought to be creating play spaces for all children following principles of universal design. No one should have to remind them.
But as with every other access example, it can not be emphasized enough that “access” means access to opportunities, not merely physical spaces. Engineering “opportunities” doesn’t come readily to designers and architects. That’s where educators and others concerned about children have to assertively jump in.