Table 2.

Summary of the evidence-informed recommendations and supporting evidence for designing inclusive playgrounds for children with disabilities.

Playground element	Recommendation	Supporting evidence
1. Entry points
	1.1. Entrance to the playground space is wide and free of any obstacles	(12–14, 16, 19, 25, 39, 40)
	1.2. Wide, flat and firm pathways from the entrance to the playground	(10–15, 22, 39, 41, 42)
	1.3. Enclosing the playground to prevent children from straying (Promising Practice)	(12)
2. Surfacing and paths
	2.1. A flat uniform surface that consists of material that is moderately firm and stable	(11–19, 21, 23, 24, 39, 41, 43–47)
	2.2. Ramps that provide access to and between elevated play components	(10–13, 19, 21, 24–26, 39–42, 45, 48, 49)
3. Features to foster inclusive play
	3.1. Play equipment accessible to all children	(9, 10, 12–17, 21, 22, 24–26, 39–42, 47, 48, 50–53)
	3.2. Variety of play equipment that provides appropriate challenges for children of all ages and abilities	(10, 17, 19, 21, 24, 39, 42, 46–48, 50, 53)
	3.3. Different types of sensory play components that are spread out within the play space to reduce overstimulation	(12, 21, 25, 26, 39, 41, 42, 53, 54)
	3.4. Solitary play components for escaping overstimulation	(12, 17, 39, 41, 42)
	3.5. Play components shaped in recognizable designs that allow for creative and imaginative pursuits	(17, 25, 50)
	3.6. Informational features to aid with spatial orientation, communication and guidance on proper use of equipment	(10, 12, 17, 25, 26, 39–42)
	3.7. Shaded spaces to aid with temperature regulation	(11, 21)
4. Staffing/Supervision
	4.1. Trained staff present in the play space to support play for all children	(9, 14, 24, 40, 48, 55, 56)
5. Design process
	5.1. User involvement (families of children with disabilities and representatives from disability organizations) in the design process	(13, 14, 21, 46, 47, 52, 55)