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VOL. 7, ISSUE 2 (2025)
The sensory garden as an educational therapy tool for children with Autism Spectrum Disorder
Authors
Kok Hwee Chia
Abstract
This conceptual review explores the
therapeutic and educational potential of sensory gardens (SenGdns) as a
holistic intervention for children with Autism Spectrum Disorder (ASD).
Anchored in sensory integration theory and ecological principles, SenGdns are
proposed as structured yet naturalistic environments that promote sensory
regulation, emotional awareness, and adaptive learning. Through multi-sensory stimuli, involving tactile, visual, auditory, olfactory, and proprioceptive, these SenGdns facilitate self-regulation and cognitive
engagement. The paper integrates psychoeducational frameworks, including the
Sensory Profile framework and
the Cattell-Horn-Carroll (CHC) theory of cognitive
abilities, especially sensory-related abilities, to
argue for the systematic inclusion of SenGdns in individualized educational therapy and intervention plans for learners with ASD.
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Pages:69-77
How to cite this article:
Kok Hwee Chia "The sensory garden as an educational therapy tool for children with Autism Spectrum Disorder". International Journal of Environmental and Ecology Research, Vol 7, Issue 2, 2025, Pages 69-77
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