1、raising standards worldwideNO COPYING WITHOUT BSI PERMISSION EXCEPT AS PERMITTED BY COPYRIGHT LAWBSI Standards PublicationPD CEN/TR 16467:2013Playground equipmentaccessible for all childrenPD CEN/TR 16467:2013 PUBLISHED DOCUMENTNational forewordThis Published Document is the UK implementation ofCEN/
2、TR 16467:2013.The UK participation in its preparation was entrusted to TechnicalCommittee SW/65, Childrens playground equipment.A list of organizations represented on this committee can beobtained on request to its secretary.This publication does not purport to include all the necessaryprovisions of
3、 a contract. Users are responsible for its correctapplication. The British Standards Institution 2013. Published by BSI StandardsLimited 2013 ISBN 978 0 580 82248 3 ICS 97.200.40 Compliance with a British Standard cannot confer immunity fromlegal obligations.This Published Document was published und
4、er the authority of theStandards Policy and Strategy Committee on 30 April 2013. Amendments issued since publicationDate T e x t a f f e c t e dPD CEN/TR 16467:2013TECHNICAL REPORT RAPPORT TECHNIQUE TECHNISCHER BERICHT CEN/TR 16467 March 2013 ICS 97.200.40 English Version Playground equipment access
5、ible for all children quipements daires de jeux accessibles tous les enfants Barrierefreie Kinderspielplatzgerte This Technical Report was approved by CEN on 3 December 2012. It has been drawn up by the Technical Committee CEN/TC 136. CEN members are the national standards bodies of Austria, Belgium
6、, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, Former Yugoslav Republic of Macedonia, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerla
7、nd, Turkey and United Kingdom. EUROPEAN COMMITTEE FOR STANDARDIZATION COMIT EUROPEN DE NORMALISATION EUROPISCHES KOMITEE FR NORMUNG Management Centre: Avenue Marnix 17, B-1000 Brussels 2013 CEN All rights of exploitation in any form and by any means reserved worldwide for CEN national Members. Ref.
8、No. CEN/TR 16467:2013: EPD CEN/TR 16467:2013CEN/TR 16467:2013 (E) 2 Contents Page Foreword 3 0 Introduction 4 1 Scope 7 2 Terms and definitions .7 3 Prevalence and categorising of disability .8 4 Challenge and risk .8 5 Aims of Play for All 9 6 Play area design / layout 10 7 Equipment and types of p
9、lay . 12 Annex A (informative) Prevalence and categorising of disability, additional information . 17 Bibliography . 19 PD CEN/TR 16467:2013CEN/TR 16467:2013 (E) 3 Foreword This document (CEN/TR 16467:2013) has been prepared by Technical Committee CEN/TC 136 “Sports, playground and other recreationa
10、l facilities and equipment”, the secretariat of which is held by DIN. Attention is drawn to the possibility that some of the elements of this document may be the subject of patent rights. CEN and/or CENELEC shall not be held responsible for identifying any or all such patent rights. PD CEN/TR 16467:
11、2013CEN/TR 16467:2013 (E) 4 0 Introduction 0.1 General CEN/TC 136/SC 1 decided in September 2007 to develop a document to support the following statement taken from the introduction of EN 1176-1. It is also recognised that there is an increasing need for play provision to be accessible to users with
12、 disabilities. Germany made the proposal for a European document, as they had developed a national standard DIN 33942. This CEN Technical Report is intended to provide guidance only. 0.2 The rights of all children The Convention on the Rights of the Child (Office of the United Nations High Commissio
13、ner for Human Rights) declares: “States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity“. Article 31 recognis
14、es the rights of the child to engage in play, and Article 2 states that there should be no discrimination of children irrespective of disability. Since the introduction of EN 1176 it has been recognised that further guidance should be given on how to provide play spaces that are more accessible for
15、children with disabilities, and encourage children of all abilities to play together. This guidance document aims to do that. This guidance document will not mean that every play facility will be suitable for every child; the play provider may have many constraints such as a restricted budget or spa
16、ce limitations. However, it is hoped that, by adopting the information provided, all play spaces in some way can become more inclusive. The document focuses on unsupervised play provision whilst recognising that carers bringing users to the facility will need to make judgements on the appropriatenes
17、s of the items. It also recognises that the person bringing the user to the facility may/could have impairments and without the ability to access the playground the non-disabled child may/could be denied the play opportunities provided. There is a moral and legal duty upon us all to ensure that, wha
18、tever their ability, each child has a chance to reach their full potential. This will not come from focusing on the lowest common denominator of ability, but by offering each and every child a level of challenge that they can learn to manage and thus develop their skills and move on to further chall
19、enges. It is recognised that there will always be conflict between the needs of children with different abilities and therefore we need to try to manage this conflict. The priority needs to be inclusion, and the encouragement of all children to come together through play in good quality play environ
20、ments. The alternative is exclusion not only is this incorrect and undesirable but, as stated in “Able to Play“ (Kellog Foundation, USA): “This exclusion affects children with disabilities, their siblings, and their families. Further, it affects all other children as they assign status to one anothe
21、r during play those who contribute during play are expected to be contributors throughout life. This perception is established during childhood and is very difficult to alter as a youth or adult. The consequences of some children being excluded from public playgrounds has the effect of excluding the
22、m from the work of children, which sets the stage for how we interact as adults in society.“ PD CEN/TR 16467:2013CEN/TR 16467:2013 (E) 5 0.3 Play for all The term “Play for All“ is used to emphasise that this document is not about how to create play spaces and play equipment just for disabled childr
23、en, it is intended to give guidance on how to make play spaces and play equipment accessible to children of all abilities. It asserts moreover that all children are different, and a good play space is one that will offer play opportunities and challenges for both disabled and non-disabled children.
24、Play for all is play for all children and not just play for specific groups of children with or without specific disabilities. Disabled children also need to be able to play in unsupervised but safe settings alongside their siblings and friends. To achieve this, disabled children need to be fully in
25、tegrated into society and it is particularly important to create opportunities for this integration within unstructured and unsupervised play environments. Disabled children should be welcomed and encouraged to use play facilities jointly with other children. As such it is important that play areas
26、are not “dumbed down“ and that challenging opportunities for very able children are still provided. The need to provide challenging environments for disabled children is just as important if not more so, as quite often the rest of their lives is spent in very closeted environments. This Technical Re
27、port is not intended to be design restrictive and aims to follow the Design For All principles. “Design for All is design for human diversity, social inclusion and equality. This holistic and innovative approach constitutes a creative and ethical challenge for all planners, designers, entrepreneurs,
28、 administrators and political leaders. Design for All aims to enable all people to have equal opportunities to participate in every aspect of society. To achieve this, the built environment, everyday objects, services, culture and information in short, everything that is designed and made by people
29、to be used by people needs to be accessible, convenient for everyone in society to use and responsive to evolving human diversity. The practice of Design for All makes conscious use of the analysis of human needs and aspirations and requires the involvement of end users at every stage in the design
30、process“ (source: EIDD Stockholm Declaration, 2004). This document is not about universal access to all play equipment but more about creating places where children of all abilities can play together. If we look to “Developing Accessible Play Space A good practice guide“ (Office of the Deputy Prime
31、Minister, UK Government) we will read: “All children do not need to access play spaces in the same way but they are all fundamentally entitled to go out to play. Good design of public play spaces is needed in order to make this possible. Each child is different not every piece of equipment in a play
32、 space needs to be accessible to every child but access to the social experience of play is key“. This Technical Report does not focus on “impairment specific“ issues but hopes to help identify obstacles to play for any child who might wish to access the play space and think about ways to circumvent
33、 them. It is also intended to highlight any conflicts between the accessibility issue and the actual requirements of EN 1176. The UN Convention on the Rights of the Child states that disabled children have the right to be included in their local community and to do the kinds of things that non-disab
34、led children do. Developing accessible play space is about enabling all children to be with and learn from each other. Moreover, enabling disabled children to access play spaces helps them and their families build relationships and neighbourhood networks that can bind communities and promote social
35、inclusion. This is vital as disabled children do not want to be on their own playing by themselves on equipment labelled “disabled equipment“; they want to be out there with their non-disabled peers and brothers and sisters. As one non-disabled boy said “I want to be able to play with my brother. It
36、 makes me feel sad when I can play on things, say climbing up and he cant. I like it when he can climb as well, maybe not so high but we are on the same things in the same playground and we can play together.” Steven, 12-year-old brother of Martin (see 1). 0.4 Cost Finance for providing accessible p
37、lay can be an issue, often used as an excuse for not providing better play for all. Any increase in cost as a result of providing more inclusive play areas will be significantly reduced if the needs of all children are recognised from the initial design stage. PD CEN/TR 16467:2013CEN/TR 16467:2013 (
38、E) 6 The sections in the document cover: The prevalence and categorising of disability This section covers the complexity of impairments and the importance of not focusing on specific groups such as wheelchair users, when developing open access play spaces. Additional information on this subject can
39、 be found in Annex A. Challenge and Risk Providing information on the importance of challenge for all children. Having impairment should not prevent children from reaching their full potential through risk taking, and the importance of incorporating this into play spaces. The aims of play for all Ov
40、erall aims and considerations for good inclusive play spaces. Play area design and layout Guidance on making play spaces more accessible for all. Equipment and types of play Covering equipment choice and general information about encouraging multi use and integration. Many documents were referenced
41、in the production of this guidance document. These could provide useful additional information for play providers, so they are listed in the bibliography. Tolerable risk is determined by the search for an optimal balance between the ideal of absolute safety and the demands to be met by a product, pr
42、ocess or service, and factors such as benefit to the user, suitability for purpose, cost effectiveness, and conventions of the society concerned. It follows that there is a need to review continually the tolerable level, in particular when developments, both in technology and in knowledge, can lead
43、to economically feasible improvements to attain the minimum risk compatible with the use of a product, process or service. PD CEN/TR 16467:2013CEN/TR 16467:2013 (E) 7 1 Scope This Technical Report covers open access, unsupervised play spaces. It does not cover adventure playgrounds or other play spa
44、ces which are used under supervision. The intention of this document is to enable users, to a large extent, to access play spaces and use the equipment independent of the help of others. This Technical Report is intended to be used in conjunction with EN 1176 and provides guidance to those involved
45、in the specification, provision and management of play environments. It is intended to help create spaces that will promote opportunities for children of differing abilities to have the opportunity to participate in unsupervised play, and with appropriate levels of challenge and risk. The scope of E
46、N 1176 (all parts) covers only the safety requirements for play equipment and play surfaces. When developing this Technical Report, however, it was realised that the scope for “play for all“ needed to consider a wider context, covering not just the immediate play space but also provide information a
47、bout the broader environment and other access and facility issues. 2 Terms and definitions For the purposes of this document, the following terms and definitions apply. 2.1 play for all play for children regardless of their physical or mental capabilities Note 1 to entry: There are other reasons why
48、 children can be excluded from play, (such as cultural and social differences), which are not covered in this guidance document. 2.2 unsupervised play areas play areas that have no supervision provided by the play provider or operator Note 1 to entry: Children are sometimes accompanied to play areas
49、 by a carer or helper, and this is more often the case for disabled children. The carer or assistant is often referred to in this document but is distinct from any supervision provided by the play provider or operator, as defined here. 2.3 inclusive play equipment and spaces that can be used and accessed by a wide range of users with different abilities Note 1 to entry: BS 7000-6 defines inclusive design as “design of mainstream products and/or services that are accessible to, and usable by, people with the widest range of abilities within t
