Forest Ramble @ Jurong Lake Gardens
Team members: Nurul Najibah, Nicole Tan, Lim Yen, Low Jing Rong, Lim Si Jia
Playspace accessibility audit at https://maps.app.goo.gl/52JbbaWURG2Bj6ABA
With a focus on children and youth with physical disabilities and autism
Overview of Forest Ramble
‘Forest Ramble’ is a playspace located in Jurong Lake Gardens. There are no nearby carparks, and there is a lack of clear directional signage to the playspace, potentially making it difficult for first-time visitors to locate the playspace.
‘Forest Ramble’ is heavily surrounded by trees. There are 13 different adventure stations within the play space, each inspired by an animal. The stations are spread out and are connected by footpaths wide enough for wheelchairs.
The playspace is stipulated for use by children aged 2 to 12 years old.
Most stations are situated in sand, which could serve as a cushion to reduce the risk of injury. There are conventional playspace equipment like swings, see-saws, and slides.
There are also unique equipment modelled after animals. For example, the frog-play station has trampolines. This can allow for imaginative and social play, while supporting the development of important motor skills like coordination.
There are little to no instructions on how to use the equipment, except for stations that are catered to wheelchair users. Several stations appear to be more physically challenging than others, which might serve as a challenge for those with physical disabilities.
ELEMENTS
We will now evaluate some elements of the playspace with reference to the Playspace Evaluation Checklist, a tool for reviewing existing playspaces and their designs.
Element 1: Layout/WayFinding
Layout: "The layout of the playspace can easily be understood by a first-time user."
Accessing the playspace was not wheelchair-friendly, as there were no nearby carparks to allow them to get out of the car and set up their wheelchairs. Since there was no map or directions on how to get to the playspace, users might take a while to navigate their way.
There was also no directions indicated in the playspace to navigate to the accessible equipment for wheelchair users such as the merry go round and the wheelchair swings. A physically disabled user will have to simply navigate themselves until they come across the equipment.
Overall, this would mean that a physically disabled person would be unable to engage in any preplanning of how to get to the playground, to identify circulation paths, and if there is accessible play equipment, and how to access such play equipment for them prior to coming.
Wayfinding: “There is a map at the playspace entry to assist with navigation and decision making”.
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Children on the autism spectrum often face challenges with interaction in complex environments¹. The playspace spanning over 2.5 hectares with 13 different areas, lacks clear visual support to guide navigation and decision making. The numerous options makes it difficult to form a mental model of the space, which could lead to decision paralysis. As a result, children may withdraw or avoid engagement, limiting their overall playspace experience.
Element 2: Play Experience
Play experience: "There are variety of multiuser equipment"
The availability of choice for the physically disabled remains limited. While the playspace offers a variety of options for play, such as climbing structures, balancing elements and exploratory areas, most of these aren’t accessible for the physically disabled. In the entire playspace, only two play equipment is accessible for wheelchair users, namely the merry-go-round and swings
However, there are limitations as to how many users can use such equipment concurrently. The merry-go-round allows up to two users at the same time which supports some level of inclusive peer play. The swing however, only allows one user at a time which does not support any form of inclusive peer play. Not to mention, both of these play equipments are segregated from the main playspace area away from other children in the playspace.
Play Experience: "Equipment is challenging for multiple age groups and ability levels”
Currently, the design does not adequately support progression or varied engagement. Children with autism may require explicit and structured guidance to support engagement. With the playspace’s unique, nature-based design, names like “butterfly play” can be misleading without clear instructions. Without guidance on how to use the equipment, autistic individuals may struggle to understand how to play. As a result, they rely on caregivers or peers and limit themselves to familiar equipment, which could reduce exploration, engagement and skill development.
Element 3: Facilities
Facilities: "Toilet access is within the playspace and nearby"
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There are toilets available in the playground that are wheelchair-friendly. There are also drinking water stations of different heights, which would allow access by wheelchair users.
Facilities: “There are seating opportunities provided in quiet locations for retreat”
Children on the autism spectrum may find overwhelming environments challenging and would require a quiet space to retreat to². The playspace provides multiple shaded seating areas, offering a calmer environment away from the main play zones. This allows them to access these areas at any time to withdraw, self-regulate, or take a break from sensory stimulation which supports their need for emotional regulation.
DIGNIFIED PLAY
Overall, the playspace does allow children who are wheelchair users to physically participate where they engage in similar movements as other children. They are also able to move, navigate through the playspace. They are also able to enter and exit the play areas.
In terms of social participation, it isn’t just about being physically present but feeling as though one belongs. Despite having the merry-go-round and swing feature, these play areas are segregated from the main playspace. Moreover, the swing only allows one user at a time. They cannot truly interact with peers, join conversations, be included in play or ultimately form friendships.
However decision-making and agency may be limited, as children who are wheelchair users may require assistance to control movement on certain play equipment, particularly when initiating or stopping play.
Autism
Overall, this playspace allows children with autism to engage in physical participation. However, their social participation remains limited depending on their individual comfort levels. Communication and expression are also restricted as there are insufficient support to aid communication typically associated with autism. In terms of decision making, the large number of options can be overwhelming, making it difficult to choose equipment effectively. As a result, this reduces opportunities for dignified play as engagement becomes limited and less inclusive than intended.
Recommendations
FOR PERSONS WITH PHYSICAL DISABILITY
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Introduce more inclusive play equipment that supports independent use and multiple users, such as inclusive group swings, so that PD peers can at least play and engage with one another, as well as other children in the playground. There should also be self-propelling mechanisms in the play features that allow wheelchair users complete independence. For instance, an accessible button at an appropriate height level to:
a) start and stop the merry-go-round
b) initiate and end swinging movement
FOR PERSONS ON THE AUTISM SPECTRUM
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To aid with interaction for children on the autism spectrum, the playspace should incorporate clear and structural visual supports. This includes signages with visual symbols and step-by-step illustrations showing how the equipment can be used.
In addition, maps at key entry points can provide directional guidance and suggestions on where to play next, while play areas can be organised with zones (e.g., active play, quiet area, sensory play) to reduce cognitive load and help individuals to form a clearer understanding of their environment.
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Furthermore, Augmentative and Alternative Communication (AAC) tools³ can be installed throughout the playspace, allowing children to express their needs and make choices effectively. With these recommendations, the playspace can better support independent exploration, confidence in play and active participation, eventually creating a more inclusive and dignified play environment for children on the autism spectrum who may struggle with verbal communication.
REFLECTION
Initially, our group thought accessibility was mostly about the physical aspect. However, after auditing Forest Ramble using the playspace checklist, we realised that accessibility is multi-dimensional. True accessibility is not just about getting into the playspace but about being able to participate. A child in a wheelchair can reach a platform but find nothing at their height to play with. Open, natural layout can be overwhelming for children with autism. Without clear boundaries or predictability, what looks pleasing can become a source of stress when sensory regulation is lacking from design.
The realisation that inclusive playgrounds can still unintentionally exclude surprised us the most. We assumed that if accessible equipment exists, the playground is inclusive. But inclusion can fall short when accessible features are limited, segregated or when most activities still require climbing or balancing. For autistic children, reflective surfaces and crunching gravel can create unpredictable sensory spikes that may cause distress. Inclusion is not just about adding a few accessible features. A wheelchair swing and ramp are not enough if that is all a user can access. The whole environment matters.
This reveals a gap between policy and true inclusion. Singapore has initiatives for inclusive infrastructures, but Forest Ramble shows that a space can be accessible on paper yet exclusive in practice. Inclusive design must be a foundational principle in public spaces. Just as we differentiate teaching, we should differentiate play. Shifting accessibility from a checklist to a foundation, because every child deserves independent, dignified and joyful play.
References
¹ - CDC. (23 May, 2025). Signs and Symptoms of Autism Spectrum Disorder. Autism Spectrum Disorder (ASD). https://www.cdc.gov/autism/signs-symptoms/index.html
² - Bennie, Maureen. (6 Oct, 2022). What Is a Structured Environment? Why Is It Helpful for Autistic Individuals?. Autism Awareness. https://autismawarenesscentre.com/what-is-a-structured-environment-why-is-it-helpful-for-autistic-individuals/
³ - American Speech-Language-Hearing Association. (16 Apr, 2026). Augmentative and Alternative Communication (AAC). American Speech-Language-Hearing Association, https://www.asha.org/public/speech/disorders/aac/
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