The Influence of Sensory Gardens on the Behaviour of Children with Special Educational Needs

  • Hazreena Hussein

Abstract


This study explores the use of sensory gardens by observing the zones and how they are utilised by children with special educational needs. Methods applied were interviews, observation and behaviour mapping, which was used in conjunction with the affordance theory. Affordance was categorised by landscape furniture, soft and hard landscape in relation to three categories of activities: Sensory stimulation, physical and social skills. The findings had discovered continuous pathways that link the sensory garden to the site context, had easy access to the features, and had the highest number of user. This study also found that users spent a longer time in zones where sensory, rather than aesthetic value, was emphasised.


Keywords: Accessibility, affordance, behaviour, sensory.


eISSN 2514-751X © 2017 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

Published
2017-07-01
How to Cite
HUSSEIN, Hazreena. The Influence of Sensory Gardens on the Behaviour of Children with Special Educational Needs. Asian Journal of Environment-Behaviour Studies, [S.l.], v. 2, n. 4, p. 95-108, july 2017. ISSN 2514-751X. Available at: <https://aje-bs.e-iph.co.uk/index.php/ajE-Bs/article/view/214>. Date accessed: 16 sep. 2019. doi: https://doi.org/10.21834/aje-bs.v2i4.214.

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