Conference Poster: This study considers the design and use of sensory gardens by evaluating the garden features that are utilised by users, especially children with special needs in special schools. They have been observed experiencing and engaging with the multi- sensory environment. Preliminary site studies were carried out in fourteen sensory gardens around the United Kingdom, recording the personal observations of the usability of these gardens and conducting individual interviews with teachers and key experts. Further data collection has included in-depth interviews and behavioural mapping. Environmental affordance theory will be studied in conjunction with this study. The findings will then be developed into design recommendations for sensory gardens in relation to the selected case studies.

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