Experiencing and Engaging Attributes in a Sensory Garden as Part of a Multi-Sensory Environment

Abstract

This study looked at how children with special educational needs and their adult carers engage with attributes in a sensory garden during their literacy session. Walk-through interviews, personal observations and behavior mapping of on-site activities, which the author recorded as anecdotal evidence, were undertaken at the Royal School o Communication Disorders in Manchester, United Kingdom, to illustrate users' experience in a multi-sensory learning environment. This data gathering was conducted in May and July, for seven days each month. The data were recorded continuously from 9am to 3pm on weekdays during the school term. The main findings show that attributes in a sensory garden challenge students' perception and motivate them to practise their motor skills as well as enable them for way finding, the chance to encounter some familiar and unfamiliar attributes.