AB2241 - School facilities: inclusive school playgrounds.

Enrolled August 30, 2026 Passed IN Senate August 26, 2026 Passed IN Assembly August 26, 2026 Amended IN Senate August 18, 2026 Amended IN Assembly April 27, 2026 Amended IN Assembly March 19, 2026 CALIFORNIA LEGISLATURE— 2025–2026 REGULAR SESSION Assembly Bill No. 2241 Introduced by Assembly Member Boerner (Principal coauthor: Assembly Member Patel) February 19, 2026 An act to add Section 33319.4 to the Education Code, relating to school playgrounds. LEGISLATIVE COUNSEL'S DIGEST AB 2241, Boerner. School facilities: inclusive school playgrounds. If state funds are used for a public building or facility or local funds are used for a school or community college building or facility, including a school playground, existing law prohibits a contract from being awarded until the Department of General Services issues a written approval stating that the plans and specifications comply with the intent of provisions governing access to public buildings by physically handicapped persons, including the Americans with Disabilities Act of 1990. Existing law establishes various state grant and funding programs administered by the State Department of Education that may be used for school facilities and related improvements, including school playgrounds. This bill would require the department to curate and maintain an internet resource that demonstrates best practices for inclusive school playgrounds, as provided. Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: NO Bill Text The people of the State of California do enact as follows: SECTION 1. The Legislature finds and declares all of the following: (a) Play is recognized by human rights authorities as a fundamental right for every child and is essential for physical, social, and cognitive development for disabled and nondisabled children alike. Playgrounds should enable children and adults of different abilities to play together, fostering integration, empathy, and learning. Inclusive playgrounds remove barriers and add accessibility features to ensure that children of all backgrounds, ages, and physical abilities play together without limitations. (b) Federal standards mandate basic accessibility but do not ensure inclusive play features. Other jurisdictions have gone further. New Jersey’s Jake’s Law requires state agencies to adopt playground design regulations that exceed federal minimum standards and gives funding preference to fully inclusive playgrounds. The Province of Ontario requires that new public play spaces be designed through consultation with people with disabilities and include firm, level surfacing, accessible routes, and sensory play components. These models demonstrate effective approaches to ensure playgrounds truly serve individuals of all abilities. (c) Globally, governments promote inclusive play. For example, Australia’s Everyone Can Play program funded over 140 inclusive playgrounds with government grants and published design guidelines; its stakeholder advisory group included disability advocates and planners. South Australia’s Inclusive Play guidelines were created by a working group of experts in disability, child development, sports and recreation, built environments, and families of children with disabilities. Such international efforts reflect best practices in multisector collaboration on play equity. Similarly, Nova Scotia’s new Accessibility Act standards will require all new parks and recreation facilities to be accessible. Even charitable initiatives, for example, Canada’s Jumpstart Program, have shown the impact of building barrier-free playgrounds to engage children of diverse abilities. (d) Despite these successes elsewhere, many California playgrounds remain inaccessible or sensory-limited. To align with inclusive best practices and California’s civil rights values, there is a need for inclusive playground standards, a funding preference for inclusive play projects, and expert oversight to guide design and outreach led by a dedicated advisory committee of specialists that will ensure that California’s playgrounds meet modern universal-design goals and community needs, similar to advisory bodies used in other jurisdictions. SEC. 2. Section 33319.4 is added to the Education Code, to read: 33319.4. (a) (1) The department shall curate and maintain an internet resource that demonstrates best practices for inclusive school playground designs. (2) Best practices developed pursuant to this subdivision shall reflect universal design principles and address equipment selection, surfacing, sensory features, safety, and maintenance. (3) In developing the best practices pursuant to this subdivision, the department shall consider socioeconomic factors, including the needs of underserved, rural, and special needs communities. (4) The department may consult with relevant advocacy and parent organizations to demonstrate resources that allow for equitable play. (5) The department shall consult the most recent relevant research to ensure all abilities are considered when designing equitable and inclusive school playground design. (b) The department may, in consultation with relevant state and local agencies, recommend requirements or incentives to encourage inclusive features in school playground projects. (c) The department may collaborate with advocacy and parent organizations to host forums or develop resources on inclusive school playgrounds. (d) The department may educate local educational agencies about the benefits of inclusive school playgrounds and the inclusive design standards. (e) For purposes of this section, “inclusive school playground” means an outdoor play area at a public school that is designed and constructed to ensure that pupils who are individuals with physical, sensory, intellectual, or developmental disabilities can play together with nondisabled pupils. An inclusive school playground incorporates universal design features beyond minimum accessibility requirements, including, but not limited to, accessible surfacing and ramps, integrated adaptive swings and equipment, sensory-rich elements, clear wayfinding, shaded quiet areas, and other features enabling physical, cognitive, and social play by pupils who are individuals with disabilities.