Use this URL to cite or link to this record in EThOS:
Title: Therapeutic intervention : using sensory gardens to enhance the quality of life for children with special needs
Author: Hussein, Hazreena
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2009
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
This study investigates the design and use of sensory gardens in two special schools by evaluating their functional zones and how they are utilized, especially by children with special educational needs, and the staff who care for them. Preliminary site studies were undertaken in fourteen sensory gardens around the UK, followed by more detailed data collection at two case -study sites. The research aim was to find out the behaviour settings and issues that are common in sensory gardens. The research data collection included in-depth interviews, observation and behaviour mapping, which was used in conjunction with affordance theory. Drawing on Moore and Cosco's methodology and approach (2007) in relation to inclusive parks, the findings from the data analysis discuss the researcher's main findings, based on the two case -study sensory gardens. There are two main findings: Firstly, the layout of the circulation network enables user behaviour and use of area. Continuous pathways that link the sensory garden to the site context, with easy access to the functional behaviour settings that are placed along it, have the highest number of users. Secondly, users spent a longer time in zones where sensory, rather than aesthetic value, were emphasised. These main findings have been translated by the researcher into a subset of design recommendations that will be applicable across the majority of sensory gardens, and will assist landscape architects when they are designing sensory gardens in the future.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available