Children with disabilities

An inclusive schoolyard also concerns children with disabilities. It is extremely important for them, says Suzanne van Ginneken of Speelnatuur, that they participate and make friends, because there is a great deal of loneliness among this group. According to Van Ginneken, municipalities have only paid attention to the issue in the past two years, and it is still not sufficiently recognized by schools (school boards, principals and teachers). This is partly because the Netherlands has a segregated system, with children with disabilities attending special education.

Regular schools often do not consider an inclusive schoolyard necessary. According to Van Ginneken, they overlook two things:

  • Children with autism or ADHD also have a disability.
  • A schoolyard is public and is also intended for children from the neighborhood.

Designing an inclusive schoolyard

According to Van Ginneken, an inclusive schoolyard first of all requires a good layout. The social aspect is also important:

  • Children must feel 100 percent welcome.
  • 70 percent of the play elements must be accessible to everyone.
  • 50 percent must be usable by every child.

Points to consider include a good pathway structure with semi-paved paths, the details and the dimensions. “Just one centimeter too high or too low can determine whether or not you can use something.”

Green schoolyards

Van Ginneken is also an advocate of green schoolyards with plenty of natural elements. “When a schoolyard is green, children who do not experience this at home discover an entirely new way of experiencing nature. That is very important, including for later in life. Because if you do not experience that as a child, you will not take good care of nature as an adult either.”

Read the full interview with Suzanne van Ginneken on the Stedebouw & Architectuur website.