Beyond the Edge: Core Boards

Why This Matters

Communication is part of play.

Not separate from it.

For many children — especially those who are non-verbal or use AAC (Augmentative and Alternative Communication) — the ability to communicate determines whether they can participate at all.

If communication is placed at the edge of a playground, participation is also pushed to the edge.

Inclusive design must bring communication into the centre of play.

What Core Boards Are

Core boards are communication tools.

They use:

Symbols
Words
Images

They allow children to:

Express needs
Make choices
Interact with others

Research shows that playground communication boards support independence, participation, and inclusion for children who use AAC

They are not optional extras.

They are access.

The Problem With Current Placement

In many playgrounds, core boards are:

Placed on the outskirts
Mounted away from equipment
Separated from activity

This creates a clear problem.

Children must:

Leave play
Go to the board
Communicate
Then return

In real life, this does not happen.

Play moves quickly.

Children do not leave the moment to communicate.

So communication is lost.

Access to Communication Must Be Immediate

Research shows that simply providing communication tools is not enough.

Children are more likely to use them when they are embedded naturally into their environment and supported in context

If communication is not available at the moment it is needed, it is not accessible.

Timing matters.

Placement matters.

Play Happens in the Moment

Play is fast.

It is:

Spontaneous
Unpredictable
Social

Children do not pause to find a tool.

They:

React
Respond
Join in

If communication is not part of that moment, the child is excluded from it.

Bring Communication Into the Play Space

Core boards should not sit outside the playground.

They should be:

Integrated into equipment
Placed within play zones
Available at key interaction points

This allows children to:

Communicate while playing
Stay engaged
Interact naturally

Communication becomes part of play — not separate from it.

Design for Interaction, Not Isolation

When boards are placed on the edge, they create isolation.

When integrated into play, they create connection.

Communication boards can:

Help children ask to join
Express preferences
Share ideas

They also support other children to engage and respond.

Research shows these tools can promote social interaction and inclusion across all users, not just those with disabilities

This is how inclusion grows.

Visibility and Accessibility Matter

Core boards must be:

Easy to find
At the right height
Reachable from different positions

If a child cannot:

Reach the board
See the board
Understand the board

It will not be used.

Placement is everything.

Consistency Supports Use

Children learn through repetition.

Communication boards should:

Use consistent layouts
Appear in multiple locations
Be predictable in design

Guidance highlights that consistent visual communication systems improve usability and understanding across environments

If every board is different, learning is lost.

Communication Is for Everyone

Core boards are not just for non-verbal children.

They also support:

Children with speech delays
Neurodivergent children
Children learning language
Children who communicate differently

They can even help children:

Learn new words
Understand others
Build empathy

Communication tools benefit everyone.

Rethinking Playground Design

The traditional model separates:

Play
Communication
Support

Inclusive design brings them together.

Instead of:

Play over here
Communication over there

We need:

Play and communication together

This is the shift.

Innovation: Communication Built Into Equipment

Future-focused design should consider:

Boards built into climbing structures
Panels integrated into play equipment
Communication points within social spaces

One idea is adding alert or signal devices near communication boards — allowing a child to attract attention when they want to interact.

This solves a real problem:

Being seen
Being heard (without speech)
Being included

Design must respond to real behaviour.

The Cost of Getting It Wrong

When communication is not integrated:

Children cannot express themselves
Social interaction is reduced
Frustration increases
Participation drops

The playground may be physically accessible.

But it is not socially inclusive.

If Communication Is Not Used, It Is Not Accessible

We often see communication boards installed but underused.

The assumption is:

“They are not needed.”

The reality is:

They are not placed correctly
They are not integrated
They are not part of play

Unused communication tools are not inclusive.

They are misplaced.

A Lived Experience Reality

From lived experience, the difference is clear.

When communication is:

At the edge — it is ignored
In the play space — it is used

Children do not go looking for communication.

They use what is in front of them.

Design determines that outcome.

Design for Inclusion, Not Appearance

Adding a core board is not enough.

It must be:

In the right place
Part of the experience
Easy to use in the moment

Otherwise, it becomes a feature that looks inclusive but does not function.

Final Thought

Communication is not separate from play.

It is part of it.

Core boards must move from the edge to the centre.

Because inclusion is not about providing tools.

It is about making sure those tools are used.

And that only happens when they are part of the experience.