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

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.