Abstract
Access to parks and other outdoor settings is an important aspect of the development of children reared in urban environments. For handicapped children, however, a number of barriers make such access problematic. This study concerns the assesment of questionnaires distributed among the faculty of a handicapped children's school, with an aim toward clarifying the barriers to park access. The results show that while a number of teachers believe the school's curriculum is too difficult to allow time for such outings, the majority feel that they would utilize the parks if they were more handicapped-accessible. The most commonly cited improvements were the leveling of roads and improvement of restroom facilities. The study group was in general consensus that trained voluntary assistants should be available to conduct the students to and from parks, which hold significant potential for both nature studies and recreation.
