Equality on the Playground: 

 

“Playgrounds have become a commonplace public facility. Like the children who play on them, they are found in every city, town, and neighborhood throughout this country. As ordinary as a playground is in a community, it is exceptional to find a playground that is barrier-free, built so that all children, with and without disabilities, can engage in productive play.

 

Approximately 10 percent of children in the United States have a disability that prevents them from using or enjoying most public playgrounds with their peers and siblings. This exclusion affects children with disabilities, their siblings, and their families. Further, it affects all other children as they assign status to one another 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 them from the work of children, which sets the stage for how we interact as adults in society.”

 

Source: Able to Play Project

Playground, Park & Wetlands

 

Able to Play, Mobilizing Communities for Children of all Abilities.  W.K. Kellogg Foundation, Seminar Series:

 

When children with disabilities are prevented from engaging in play activities that their peers without disabilities have access to, they become further disadvantaged.  Experts in pediatrics and early childhood education agree that, through play, all children develop language skills, decision-making abilities, social strategies, and physical, sensory, and cognitive strengths.  With the advent of the American with Disabilities Act (ADA) children with disabilities have gained the right to play with their typically able peers.  This is a meaningful step in the right direction—but having the right to play and having real opportunities to engage in cognitively appropriate play in public playgrounds is still an emerging phenomenon. …

 

The importance of play for children of all abilities is an issue whose time has come. …

 

Once a community sees how barrier-free playgrounds provide meaningful play opportunities for all children, the community normally sees great benefit for both children with disabilities and children without disabilities.  Through the experience of engaged play episodes, all children are learning the skills necessary to succeed in life.  The experience of one barrier-free playground establishes the community desire for all of the community play facilities to be of the caliber that welcomes every play to play — a place where diversity is celebrated and equality is demonstrated. …

 

Children with disabilities who are cognitively capable of engaged play need more from a play environment than simply the removal of architectural barriers.  All children learn best in environments that allow them to be independent and self-directed—engaged—in life, in school, and in their play. …

 

Able to Play is a continuation of Mr. Kellogg’s belief that all children, regardless of status or ability, should be afforded equal opportunity for success. ...

Tanger Fields

Phase 1

Therapeutic Playground

Phase 2

Park

eOp

 

Phase 3

Wetlands/Woodlot

Photos by Mary Novrocki

Tanger Fields:

Therapeutic, Educational, Accessible,

      Recreational Fun for All Children

 

For 30 years, Tanger School has been offering educational and therapeutic services for children and support for families.

 

For 10 years, Rotary Club of Plymouth A.M. has been fortunate to be a partner in many activities to the Tanger School family.

 

Now, Tanger School Staff and Rotary Club of Plymouth A.M. are happy to announce plans for Tanger Fields: a therapeutic playground, park and wetlands - woodlot … which encompasses the entire outdoor area surrounding Tanger School.

 

Every aspect of the design was carefully chosen by Tanger Staff, Rotarians, and architect, Carey Baker (Landscape Architect, Beckett & Raeder). In order to enable teachers and therapists to expand the educational, therapeutic, and recreational opportunities for children who attend Tanger School

 

Currently there are very few play items on the playground at Tanger School.  The Tanger Fields Playground Project hopes to change that.  Our goal to not just to add playground equipment, but to transform an empty field into a environment that offers Therapeutic, Educational, Accessible, Recreational Fun for children who attend Tanger School , their families, Tanger School Staff, and residents of Plymouth, Canton and surrounding communities, both during the school day and after school hours.

 

Tanger Fields is a promise that the children who attend Tanger School will have a playground, filled with equipment and opportunities that is appropriate, fun and what they need … just like every other student in the Plymouth-Canton School district.

 

This project is a celebration of imagination, perseverance , creativity, courage, spirit & dedication to children, families, play and education

 

The fields will be a place that children, young and old, can daydream, play, imagine, wish, think, have fun, learn, be absentminded, and learn about the world.

 

Imagine a gathering place for the entire community, accessible to all, with activities designed especially for children with special needs … their brothers and sisters, parents and grandparents.  All children are welcome.  All ages are welcome. That’s what Tanger Fields will be.

 

While it is our greatest hope to build all three parts at Tanger: The Therapeutic Playground, The Park, and The Wetlands, Rotary Club of Plymouth A.M. promises that all funds that are raised for Tanger Fields will be put towards the improvement of Tanger School’s outdoor area in order to continue the support of the Tanger School family.

 

To see the video of the Benefit Concert

Guy Louis @ The Penn Theatre

Presented by the Rotary Club of Plymouth A.M.

Saturday, January 5, 2008, go to:

All Children Are Welcome Here

every One plays