Play for all abilities

Creating a better world for everyone

Inclusion Matters

Communities are diverse. Playgrounds should be too. Active, independent play is critical for the development, health, well-being, and social opportunities of all children. The purpose of PlayCore's unique inclusive play programs is to provide evidence-based design and programming considerations for creating outdoor play environments and experiences that address the physical and social inclusion of people of all ages and abilities. These educational resources help communities move playgrounds beyond minimum accessibility guidelines in an effort to provide inclusive, multigenerational destinations that encourage active, independent and meaningful play for everyone.

two children swinging with a parent helping

A unique inclusion philosophy

Whole-Child-Inclusion-Graphic.jpg#asset:5128Including people with disabilities in everyday recreational activities and providing them the same opportunities to participate in every aspect of life to the best of their abilities and desires is true inclusion. This requires making sure that adequate considerations are made in the design, execution, and programming of a recreation space. When executed properly, inclusion should lead to increased physical and social participation in play and recreation activities. To ensure the assistance we provide to communities in designing and programming inclusive spaces is relevant, accurate, and modeled on best practice, we work with Dr. Keith Christensen of Utah State University’s Center for Persons with Disabilities (CPD).


Together with Dr. Christensen and the CPD, we were able to develop Me2®: The 7 Principles of Inclusive Playground Design®, a unique philosophy to create universally designed playground by specifically tailoring the Seven Principles of Inclusive Design to the play environment, to lay out the steps needed to create a space where everyone, of all abilities, can play side-by-side. These meaningful play environments for people of all ages and abilities address the developmental needs of the whole child by intentionally providing opportunities for physical, cognitive, communicative, social/emotional, and sensory development. As such, inclusive play spaces designed with us utilizing this research are eligible for the National Demonstration Site Award program.

Designing research-based whole environments

Whole-Child-Graphic.jpg#asset:5129Disability is often mistakenly understood as a child’s inability to experience the play environment because of limitations caused by their disability. Rather, disability is the limitation of opportunities to participate in play on an equal level with others due to physical and social barriers in the environment. Disability is not a condition a child has, disability is an experience a child may have. When the play environment supports the needs and abilities of the whole child, the child experiences active, independent play. When the play environment is not appropriate to the abilities and needs of the child, the child experiences disability. Apparent exclusion or lack of diversity in play and recreation spaces is doubtfully ever intentional. It is more likely that it comes about through inexperience and unfamiliarity with the knowledge or insight necessary to create a truly effective and meaningful environment. The risk is that, when inclusion is not achieved, society as a whole may not benefit from the addition and rich experiences of those who are most affected and who have a lot to offer. For this reason, utilizing research-based tools to help shape, design, and program the play space is a critical step in designing a meaningful play space that plans for the needs of, and ultimately nurtures the whole child, whole environment, and whole community.

Celebrating inclusion for the whole community

disabilities-infographic.jpg#asset:5339We learned through research that simply building a model environment for inclusive play doesn’t guarantee that children of all abilities will play together in truly meaningful ways. An in-depth review of the literature indicates that social intervention strategies positively impact the inclusion of children with disabilities in play activities with their peers. Educators and programmers that use these intentional strategies to help children learn how to successfully play together equip children with the tools to ask questions, explore their feelings, and have positive interactions with their peers of all abilities. Since outdoor play environments can be important assets to communities in promoting meaningful, healthy play, helping these communities promote character education initiatives in these settings is a powerful tool to further encourage inclusion. Taking our inclusive research to this next level was important to us, to ensure that the research-based inclusive environments we create can be used in meaningful play interactions among people of all abilities. The resulting program guide, 2Play Together®, offers a rich inclusive play program specifically designed to promote inclusive play, understanding, and fun between children with and without disabilities on the playground. Through these activities, children can come to understand and appreciate each other's strengths and differences, and they will feel nurtured, respected, and active, both physically and socially, during play.



The Center for Persons with Disabilities (CPD) is Utah’s University Center for Excellence in Developmental Disabilities Education Research, and Services and has been a leader in the disability field for over 38 years. Their mission is to collaborate with partners to strengthen families and individuals across the lifespan through education, policy, research, and services. The Center is interdisciplinary and operates programs as part of a national network focused on improving life for people with disabilities and their families. CPD’s leading research adds to the knowledge about disability, its causes, its diagnosis and the best ways to accommodate it in daily life. Dr. Christensen’s work as a research scientist with the CPD included exploring the relationship between design and social access, social values, human rights and social justice. Those interests are continued in his current research on how different types of play environments affect the play of all children. While an accessible playground may allow children to physically use play equipment, Dr. Christensen is interested in finding out how different environments affect social interaction. His well-respected work has earned him the recognition as one of the most foremost experts on play for all children, and our clear choice when searching for the most relevant research partner in our ever-growing leadership on inclusive play.

Our Scholar Partner

Partnering with the foremost experts in the disciplines we advocate for helps us provide communities with validated, scholarly research to make informed decisions on building community assets.

Keith Christensen, PhD

Center for Persons with Disabilities Faculty Fellow, Utah State University

"Providing intergenerational, inclusive play ensures that all people experience the satisfaction of contributing to meaningful play and reap the lifelong developmental, physical, and social benefits of inclusion.”

Keith Christensen, PhD, Utah State University’s Center for Persons with Disabilities

Learn about our Inclusive Solutions

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National Demonstration Sites

Learn more about our National Demonstration Site Network, view NDS sites near you, and sign up to join the program