LEARN, PLAY, THRIVE: DESIGN GUIDELINES AND TOOLKIT OF THERAPEUTIC GARDENS FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

摘要

For this project, a student landscape architect at the University of California, Davis, documented significant design elements from academic studies of existing therapeutic gardens to create a set of guidelines for designing gardens for autistic children. Among the design elements were solid boundaries and strong, multisensory landmarks, which could include boldly colored plant beds with nontoxic flowers such as purple coneflower, California poppy, and bird-of-paradise, or an edible plant garden that would activate children's sensory discovery. The guidelines point to gardens with clear, easily navigated spaces and without ambiguous or confusing elements to frustrate young visi- tors. Gardens could include spaces for children to withdraw and take a sensory break and physical outlets to relieve stress and tension.