IMPACT OF GARDENING ACTIVITIES ON SPECIAL CHILDREN: A CASE STUDY
Gardening provides the opportunity for interaction between people and plants, and helps to promote mental, physical and social wellbeing. Present research focused on perceptions of handicapped children, their parents and teachers regarding gardens and gardening activities. Information was gathered from 180 special children, their parents and 30 teachers from six special education centers in Faisalabad and Jhang cities. English, Urdu or Punjabi language was used as required, in order to enable the respondents to respond with clarity and accuracy. Fifty-nine percent of the children enjoyed gardening at home which helped them to develop a closer relationship with their parents (85%). Forty-six percent of them were very happy to have fountains around them while 47% and 48% enjoyed flowers at school and home respectively, where they found these activities as a source of relaxation (54%), stress reduction (52%) and socializing (35%). Due to all these benefits 95% of the parents and 77% of the teachers indicated gardening activities should be a part of the school curriculum. Although 77% of the teachers were already discussing these activities with children, only 47% involved them practically, whereas 82% of them also suggested employing a Horticultural Therapist at school.
Riaz, A., Younis, A., Shah, A.W. and Naveed, S. (2012). IMPACT OF GARDENING ACTIVITIES ON SPECIAL CHILDREN: A CASE STUDY. Acta Hortic. 954, 67-75
horticultural therapy, green spaces, handicapped children