What is it about?
This study looked at how children with special educational needs and their adult carers engaged with attributes in a sensory garden at the Royal School of Communication Disorders in Manchester and Lyndale School in Liverpool, United Kingdom.
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Why is it important?
Walk-through interviews, personal observations and behaviour mapping of on-site activities were recorded as anecdotal evidence, to illustrate users` experience in a multi-sensory learning environment.
Perspectives
The main findings showed that the garden attributes challenged the students` perception and movement. Furthermore, motivated them to practice their motor skills and enabled them for way-finding. This is an essential requirement for children’s well-being and happy development.
Associate Professor Dr Hazreena Hussein
University of Malaya
Read the Original
This page is a summary of: Design of sensory gardens for children with disabilities in the context of the United Kingdom, August 2020, Taylor & Francis,
DOI: 10.4324/9780429023477-6.
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