Khris Lloyd U1087420 USQ EDR8802 Quiz 1 Current research on the impacts of gardening for children with Autism Spectrum Disorder (ASD) are surprisingly lacking, considering that it generally believed there are numerous benefits of the natural environment on individuals with special needs. This proposal aims to briefly review current literature before testing the hypothesis that gardening not only offers a therapeutic environment for students with ASD, but also offers cognitively stimulating challenges that require problem solving capabilities.

1. Gardening for students with
Autism
Research Proposal created by Khris Lloyd
for EDR8802 Quiz 1

2. Abstract
 Current research on the impacts of gardening for children with Autism Spectrum
Disorder (ASD) are surprisingly lacking, considering that it generally believed there
are numerous benefits of the natural environment on individuals with special
needs.
 This proposal aims to briefly review current literature before testing the hypothesis
that gardening not only offers a therapeutic environment for students with ASD,
but also offers cognitively stimulating challenges that require problem solving
capabilities.

3. Literature review
 The percentage of individuals diagnosed with ASD is rising in our society.
According to the Australian Bureau of Statistics an estimated 164,000 Australians
had autism in 2015 (ABS, 2016). ASD is a neurological disorder that affects
individuals sensory integration, social interaction, communication, and repetitive
patterns of behaviour. In other words, it affects the way individuals understand and
process their environment.
 The literature suggests that autistic children who are exposed to nature benefit
from these experiences. Richard Louv has pointed out that children are happier,
smarter and better adjusted with more time spent in the outdoors. Kaplan and
Kaplan have noted that the outdoors can provide restorative benefits as well as
provide sharper mental focus for students with ASD.

4. Assumptions
 There is a well known phrase ‘If you’ve met one person with autism, then you’ve
met one person with autism.’ This is because the characteristics of ASD vary greatly
from individual to individual.
 To look at ASD from an ontological viewpoint means to philosophically describe
‘what is autism?’ This is tricky as ASD takes form in many different ways. In fact, the
word spectrum highlights the wide range of symptoms related to it.
 Epistemology's concern, however, is to investigate the nature of knowledge and
how accurate it is. For instance, ‘how can you be sure you know what ASD is, if you
do not have autism yourself?’
 Based on these two methods of research, any conclusions drawn in this report may
only be seen as assumptions based on best evidence.

5. Research purposes
 The qualitative research project being proposed here today addresses three
different yet functional purposes. These being:
 The authors personal interest of the outside environment and belief that it is a
place where meaningful learning can occur.
 The practical implications in regards to the sensory garden currently being created
for and with the assistance of the MC (Mixed Curriculum) children at the authors
current workplace.
 The lack of intellectual thinking around a subject that is regarded as being mostly
physical. In other words, to prove that gardening isn’t just for ‘dummies’ and that
you have to be ‘clever’ to make a living thing grow.

6. Theoretical framework and hypothesis to
be tested
 ”If you’ve never experienced the joy of accomplishing more than you can imagine,
plant a garden.” Robert Breault
 The hypothesis to be tested by this project basically is that gardening is cognitively
stimulating for students with Autism Spectrum Disorder.
 This will be achieved through having participants problem solve, especially in
regards to mathematics, real world challenges in both a team setting and
individually. Such challenges may include planting distance of different size/variety
plants, amount of water to use, pest control, drainage, seasonal change etc.

7. Methodological approach
 Materials: This project will require a number of materials from seedlings to
gardening tools, student worksheets to staff questionnaires.
 Procedure: Prior to the study, students will be pre-tested with a series of written
problems. E.g. Share 10 litres of water equally among 5 plants. Students will then
be asked to solve similar problems while physically putting into place their
strategies/answers whilst in the garden. Any difference in results will be recorded.
 Participants: MC students with ASD, MC class teachers, relevant SLSO’s (Student
Learning Support Officers).
 Ethical Considerations: A risk assessment will be completed with the head MC
teacher prior to the investigation. Students must be willing and have parental
approval to participate.

8. Expected outcomes and their pedagogical
implications
 Positive results are being expected for this project, hence the funding of a sensory
garden to begin with.
 However, this project itself would not be enough to elicit a massive change in
student outcomes. Factors such as teacher quality and student
interest/engagement play a crucial role in a study such as this.
 Possible implications of this research may be a larger school investment into
student gardens and other ‘hands-on’ styles of learning.

9. References
 Australian Bureau of Statistics. (2016). Survey of Disability, Ageing and Carers 2015.
Retrieved July 28, 2017 from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4430.0
 Breault, R. (n.d.). Robert Breault Quotes About Gardening. Retrieved July 28, 2017 from
http://www.azquotes.com/author/21948
 Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative
framework. Journal of environmental psychology, 15(3), 169-182.
 Louv, R. (2005) Last child in the woods :saving our children from nature-deficit
disorder Chapel Hill, NC : Algonquin Books of Chapel Hill,
 Images:
 www.gardeningknowhow.com
 https://theautisticgardener.files.wordpress.com
 http://www.allenrokach