Abstract
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.
