Examining the Methods for Investigating Behavioral Clues of Special-Schooled Children.

This article discusses the authors’ use of a combination of methods to understand the engagement of special needs children with design features in sensory gardens at two schools in Britain. In addition to observation and behavior mapping, we interviewed landscape architects, teachers, and therapists to anticipate the children’s behavior when experiencing sensory gardens. We report how these groups’ anticipations differed from what we observed. While the groups anticipated that aesthetic value relates significantly to users’ behavior in the garden, we observed that sensory value has a stronger bearing on the behavior. The potential of this finding is important for design studies.