1. Engaging Research and Practice in
Creating for Outdoor Multi-Sensory
Environments: Facing Future Challenges
Hazreena Hussein
Nik Malik Nik Zainal Abidin
Principle
Zaliha Omar
Director
Centre for Empowerment
of Exceptional Population
AicEBs 2013 London; From ‘esearch to Practice
School of Architecture and the Built Environment; 4 – 6 September

2. Introduction
Sensory garden design is still new in
Malaysia
Benefit of collaboration work
Syarifah Rokiah Kno ledge Centre

3. To explore the intentions of, and the
design process undertaken by
practitioners
To find out the main challenges that
practitioners had to deal with
Objectives

4. Learning through the senses
A variety of scented
plants
• smell
A variety of tactile qualities
and wildlife
• touch
• sight
A variety of colours for visual
stimulation
• hear
Water elements, birds, climatic
factors
• taste
Engaged with edible plants
• health, emotional and mental
Users to be more confident,
positive of mind & independent

5. Issue 1: Design
Inaccessible water feature
Preliminary Site Studies

6. Issue 1: Design
Lack of water feature
Preliminary Site Studies

7. Issue 1: Design
Inaccessible surface material
Preliminary Site Studies

8. Issue 1: Design
Steps and ramps
Preliminary Site Studies

9. Issue 2:
Maintenance
Preliminary Site Studies

10. Issue 3:
Lack of design guidelines
Preliminary Site Studies

11. Moore and Cosco (2007)
Inclusive Parks
Research Limitations
Communication difficulties
Duration and period of data collection
Interviews, Walk-through
Interviews
Observation and Behaviour
Mapping
Data Collection
Design, Perception and Use
Data Analysis
Users Behaviour (observation)
and In-depth Interviews
Measures: Features engaged with;
Length of engagement
Research Stages

12. Sensory Garden at the
Lyndale School in
Liverpool, UK
Multi-Sensory
Millenium Maze
at the Royal
School for the
Deaf and
Communication
Disorders in
Manchester, UK
Case Studies
Syarifah Rokiah
Knowledge
Centre at the Al-
Bukhary
International
University in
Kedah, Malaysia
Future Case Study

13. Findings
Interviews
• Practitioners agreed
on the design aspects
• Teachers and
Therapists had no
strong views on how
the aesthetic value
relates to the use of
the area
Observation
• The pathway layout
enables users’
behaviour and use of
the area
• Users spent a longer
time where sensory,
were emphasised,
rather than aesthetic
value

14. Analysis and Discussion (RSDCD)
Accessibility and
Variety of Pathways
Royal School of the Deaf and Communication Disorders

15. Shrubs around water feature as barrier
Royal School of the Deaf and Communication Disorders

16. Exploraway
Vaporised Trail
Royal School of the Deaf and Communication Disorders

17. Musical Pipes in
the Asteroids
Arts Garden
Royal School of the Deaf and Communication Disorders

18. Moss on the raised planters
Royal School of the Deaf and Communication Disorders

19. Lyndale School
Path network
Path circulation

20. Lyndale School
Slippery surface near the water feature

21. Conclusions and Recommendations
Pathway layout has a strong bearing on
users beha iour and use of area
Focus on sensory value, rather than
aesthetics
Understanding sensory environments and
design recommendations needed

22. 1
2
4
LEGEND:
1. CHILDREN SCULPTURE IDEA
- Boulders
- Sculpture
2. SCENTED ZONE
- Butterfly Sculpture
- Koi Pond
3. RAINBOW WALK ZONE
- Kinetic Sculpture Water
Feature
4. ADVENTURE ZONE
- Tactile Wall
- Bare Foot Walk
- Sand Pit & Earth Bank
- Exercise Equipment
5 . MUSIC GARDEN
- Wind Chime
- Piano Board Walk
- Music Zone
- Willow Tunnel
3
3
5
MAIN
ENTRANCE
SECOND
ENTRANCE
SECOND
ENTRANCE
Landscape Master Plan
N.T.S
Sharifah Rokiah Knowledge Centre
malik, lip & associates

23. Rainbow Walk
malik, lip & associates

24. Music Garden
malik, lip & associates

25. REAR ELEVATION
Ground Floor Level
Children Sculpture
Water
Feature
Music garden
Rainbow
Walk
Willow
Tunnel
Reference Plan
N.T.S
malik, lip & associates

26. TREES SHRUS
Scented Garden
malik, lip & associates

27. SHRUBSTREES
Rainbow Walk
malik, lip & associates

28. Thank You