Affordances of Sensory Garden towards Learning and Self Development of Special Schooled Children

Hazreena Hussein

International Journal of Psychological Studies, 2012, vol. 4, issue 1, 135

Abstract: This study examined the design and use of a sensory garden, located in a special school in the United Kingdom, by evaluating their zones and how they are utilized, with a focus on children with special needs, and their adult carers. The potential for users’ physical engagement with the attributes, whether the physical activity was accessible or if opportunities are not being actualized because of barriers were looked into. Interviews, observation and behaviour mapping methods were applied in conjunction with affordance theory. The study was supported with a few noteworthy events recorded as anecdotal evidence to illustrate on the users’ experience in a sensory learning environment. The researcher had discovered that the layout of pathways and pathway connectivity have a significant influence on how users engage with the attributes in the sensory garden. This main finding should assist to inform the theory and practice of designers when they create future sensory gardens in special schools.

Date: 2012
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/ijps/article/download/13001/10559 (application/pdf)
https://ccsenet.org/journal/index.php/ijps/article/view/13001 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:ijpsjl:v:4:y:2012:i:1:p:135

Access Statistics for this article

More articles in International Journal of Psychological Studies from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().