This document discusses the history and development of sensory gardens. It began in the 1970s in the Netherlands and UK as a concept for multi-sensory environments. Sensory gardens were initially called "gardens for the blind" but that concept was challenged in the 1980s. The document outlines key elements of sensory gardens including scents, textures, sights, sounds and tastes. It also discusses several case studies of sensory gardens and common problems in their design and maintenance. The author has conducted extensive research on sensory gardens in Malaysia and their benefits for children with special needs.

1. 3 March 2018
The Development and Promo8on of
Sensory Gardens in Malaysia
Hazreena Hussein
reenalambina@um.edu.my

3. Interest Access survey in 1998 Barriers in the campus
Why bother study the Sensory Gardens?

4. 70s
Netherlands
• The concept of mul8 sensory environment was originated by
Hulsegge and Verheul at the Hartenberg Ins8tute where they created
the first snoezelen room.
70s UK
• The concept was developed in hospitals, later integrated in special
schools as a mul8-sensory curriculum. The ini8al idea of SGs derived
from the hor8cultural therapy movement. It developed more rapidly
than SGs, which used to be ‘gardens for the blind’.
80s UK
• Visually impaired people challenged the ini8al ideas about ‘gardens
for the blind’ because the issue of being segregated from able–
bodied people was itself beginning to be challenged.
‘The simplest way of causing a riot in any locality in Britain would be to clamp on
the able-bodied the same restric9ons that now apply to the disabled. They feel
that their personal handicaps are bad enough without the gratuitous social
handicap of being treated differently from everyone else’ (Rowson, N.J.; 1985: 21)

5. ‘Sensory gardens cannot be designed without considering
the human element. Unlike tradi9onal display gardens
that are meant to be observed from a distance, sensory
gardens draw the visitor into touch, smell and ac9vely
experience the garden with all senses’
Fukuoka, M. (1978)
'The only difference in a sensory garden is
that all components of hard landscape,
soE landscape, colours and textures
must be carefully chosen and designed
to appeal to the senses in such a way
that they provide maximum sensory
s9mula9on’
Lambe (1995)
Ques8ons to ask: What is a sensory garden?
What makes a sensory garden different from any other gardens?
Are not all gardens sensory?

6. What is a sensory garden composed of?
A variety of scented
plants
• smell
A variety of tac9le
quali9es and wildlife
• touch
• sight
A variety of colours for visual
s8mula8on
• hear
Water elements, birds,
clima9c factors
• taste
Engaged with edible plants
• emo7onal, spiritual
Users to be more
confident, posi8ve of mind
& independent

7. Whitehouse, S., Varni, J.W., Seid, M.,
Cooper Marcus, C., Ensberg, M.J., Jacobs,
J.R. and Mehlenbeck, R.S. (2001)
‘Evalua8ng a children’s hospital garden
environment: U8liza8on and costumer
sa8sfac8on’. Journal of environmental
psychology, 21: 301-314.
Photo credit: Clare Cooper Marcus & Naomi A. Sachs (2014) Therapeu7c Landscapes, p.93.
How do people use or benefit from sensory gardens?
Moore, R. C. and Cosco, N. G. (2007) ‘What
makes a park inclusive and universally
designed? A mul8-method approach’. In
Thompson, C. W. and Travlou, P. (eds.)
Open space: People space. London: Taylor &
Francis. pp.85-110.
Scotland Yard Adventure Centre, Edinburgh

8. Sensory Gardens Case Studies (2006-now)
14 in UK
1 in Swiss
3 in Singapore
3 in HK
Future identified Case Studies in

9. Uncon7nuous circula7on network
Lyndale School, Liverpool

10. Inaccessible garden feature
Royal School for the Deaf and Communica7on Disorders, Manchester

11. Lack of water feature
St. Ann`s School, Surrey

12. Unfunc7onal garden feature
Royal School for the Deaf and Communica7on Disorders, Manchester
Lack of design guidelines

13. Lack of maintenance
Kelvin School, Glasgow

14. Inaccessible (and slippery) surface material
Cranbooth Residen7al School for Dual Sensory Impaired, Glasgow

15. Steps and ramps
Cranbooth Residen7al School for Dual Sensory Impaired, Glasgow

16. So why do problems
s9ll exist in Sensory
Gardens even though
they are designed by
Landscape Architects/
design professionals?

17. Children Sculpture
Water
Feature Music garden
Rainbow Walk Willow Tunnel
Sharifah Rokiah Knowledge Centre, Kedah
Mul8disciplinary Effort (2012-2013)

18. Collabora8on Work (2014-2017)

19. Therapeu8c Sensory S8mula8on Garden,
University Malaya Medical Centre

20. So what is it about
the environment
that is sensory and
therapeu9c?

21. Site Planning and Spa7al Loca7on
Sensory Garden at BCA Academy, Singapore
Scented Sound Touch
Taste
BCA Academy, Singapore

22. Accessibility, Way finding and Circulation Network
Royal School for the Deaf and
Communica7on Disorders, Manchester
Haven Hope Special School, Hong Kong
Aldrich Bay Park, Hong Kong

23. BCA Academy, Singapore
Physical designed garden elements
Lyndale School, Liverpool
Royal School for the Deaf and
Communica7on Disorders, Manchester

24. Soi landscape and wildlife refuge

25. Microclimate
It was a misty morning. A young boy with his teacher was
having a leisurely walk in the Woodland Garden. As they
walked on the boardwalk underneath a shady canopy, the
teacher jumped and grabbed a branch. The boy looked at her
and wondered why she had done that. Ì have a surprise for
you… are you ready?` she asked. Both of his hands were
holding the rope railing while jumping with excitement. The
teacher had a good grip of the branch, ready to give him a big
surprise. She shook it hard with both of her hands and down
came drips of rainwater from the leaves. The boy was so
surprised; he let go of his hands that were holding the rope
railing and liied his arms up while his face looked up to the
sky. He was feeling and touching the rainwater. At one point,
he opened his mouth to taste it. When the rainwater became
less, the teacher stopped and laughed, as both of them got
wet (Hazreena`s research journal entry, May 2009)

26. Safety & Maintenance
Diana, Princess of Wales Memorial Fountain, London
Sensory experiences
Eden Project, Cornwall

27. Challenges
• Convincing the authority
on the importance of
incorpora8ng sensory gardens
as part of the facili8es in
Kuala Lumpur; and
• More budget needed in
professional services, such as
proof reading and book
publica8on.

28. Conclusion and Recommenda8ons
Pathway layout has a strong bearing on
users’ behaviour and use of area
Focus on sensory value, rather than
aesthe7cs
Understanding sensory environments and
design recommenda7ons needed

29. So what`s next?
• Physiological responses of
children to sensory garden
Using Electroencephalography
• To compare results of physiological
responses during pre, in-vivo and
post exposure to the sensory
garden and indoor room
• Mul8diciplinary collabora8on
• The EEG record would generate
a variety of EEG rhythms
Prof. Fa8mah explains how the EEG machine
works to researcher, Mar8na Fohn of ZHAW
Zurich

30. PUBLICATIONS
Zaliha Omar & Hazreena Hussein (2017). Therapeu8c Sensory S8mula8on Garden: An introduc8on by BAKTI-MIND Project. BAKTI Press.
Hazreena Hussein & Md Nasir Daud (2016). Amalan Rekabentuk Taman Sensori Berdaya Akses Yang Baik. Universi8 Malaya Press.
Hazreena Hussein & Md Nasir Daud (2016). An Observa8on Method for Qualita8ve Data Gathering. In M.Rezaul islam and Catharine Jo Faruque (eds.)
Qualita8ve Research Tools and Techniques. USA: Farwood.
Hazreena Hussein, Zaliha Omar & Syaidatul Azzreen Ishak (2016). Sensory Garden for an Inclusive Society. Asian Journal of Behavioural Studies (1) 4.
Hazreena Hussein & Md Nasir Daud (2015)
Examining the Methods for Inves7ga7ng Behavioral Clues of Special-schooled Children. Field Methods 27: 97-112.doi:10.1177/1525822X14537579
Hazreena Hussein & Md Nasir Daud (2013) Taman Sensori: Kanak-Kanak Bekeperluan Khas. Penerbit Universi7 Malaya.
Hazreena Hussein, Nik Malik Nik Zainal Abidin & Zaleha Omar (2013)
Engaging research and prac7ce in crea7ng for outdoor mul7-sensory environments: Facing future challenges. AicE-Bs 2013 London. Procedia - Social and
Behavioral Sciences 105:536-546. doi:10.1016/j.sbspro.2013.11.057
Hazreena Hussein (2013)
Pagerns of seated ac7vity in sensory gardens among children educated in special schools. Support for Learning 28(2): 73-78.
doi: 10.1111/1467-9604.12021
Hazreena Hussein & Naziaty Mohd Yaacob (2012). Malaysian Perspec8ve on the Development of Accessible Design. Asian Journal of Environment-Behaviour
Studies 3 (8): 101-116.
Hazreena Hussein (2011) The Influence of Sensory Gardens on the Behavior of Children with Special Educa7onal Needs. Asian Journal of Environment-
Behavior Studies 2(4): 78-93. htp://fspu.uitm.edu.my/cebs/images/stories/aj7hazreenahussein.pdf
Hazreena Hussein (2010)
Using the sensory garden as a tool to enhance the educa7onal development and social interac7on of children with special needs. Bri:sh Journal of
Learning Support, 25(1): 25-31. doi: 10.1111/j.1467-9604.2009.01435.x
Hazreena Hussein (2010) Sensory Gardens: Assessing their Design and Use. Intelligent Buildings Interna:onal 2(2)116-123(8).
Hazreena Hussein (2009) Sensory Gardens. Access by Design (spring) Issue 118: 13-17.
Hazreena Hussein (2009) Sensory garden in special schools: The issues, design and use. Journal of Design and Built Environment 5:77- 95.
htp://ve.um.edu.my/images/fab/Files/jdbevol5/vol506.pdf

31. Ms. Syaidatul Azzreen Ishak, research assistant of Sub-GC3, UM
for front cover image and BCA Academy`s layout plan.
Thank You
Q & A