DESIGN GUIDELINES OF A THERAPEUTIC GARDEN FOR AUTISTIC CHILDREN.pdf

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DESIGN GUIDELINES
OF A THERAPEUTIC GARDEN
FOR AUTISTIC CHILDREN
A Thesis
Submitted to the Graduate Faculty of the
Louisiana State University and
Agricultural and Mechanical College
in partial fulfillment of the
requirements for the degree of
Master of Landscape Architecture
in
The School of Landscape Architecture
by
Bonnie B. Hebert
B.M.Ed., Loyola University, 1978
M.Ed., University of New Orleans, 1988
May 2003
ACKNOWLEDGEMENTS
There are numerous people to whom I am indebted for the completion of this work.
First, I would like to thank my husband, Steve, and my son, Austin, for their continuous
love and support as I worked on this thesis and towards the completion of the Master of
Landscape Architecture degree. Their constant encouragement and quiet sacrifice were a
blessing to me. In addition, I would like to thank my parents for their undying support as
my life goes in this new and intriguing direction. Their unconditional love has always
been my strength. I am also thankful for my brother and sisters who continue to
challenge me.
I very much appreciate the input of the staff of the Chartwell Center who were always
hospitable and open to new possibilities. I would especially like to thank Janet Mora for
her contagious enthusiasm and eagerness to share her knowledge and experience with
me. I would like to thank Gina Mellerine for her no nonsense style which kept me
focused and goal-directed. Missey Ball was a wealth of information and opened my eyes
to the therapist’s point of view.
And finally, I would like to thank my committee members Kevin Risk, Sadik Artunc,
and Bruce Sharky. Kevin was always extremely generous with his time. And his warm,
non-judgmental way helped me to feel safe to express my jumble of thoughts until we
made sense of them. I would like to thank Sadik for always demanding the best of his
students and pushing them to be better than they ever thought they could be. Bruce was
always first to get back to me with his comments which were always on target and kept
me on track. I am also grateful for Bruce’s encouragement over the years. His cheery
ii
“Hello’s” always came when I needed them most and his ability to remember my family
member’s names and interests always made me feel as if someone cared as I commuted
back and forth between two cities. I would also like to thank Christine Leger in the
Landscape Architecture office who made commuting between the two cities a little more
bearable. Humbly and sincerely, my thanks go to you all.
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS …………………………………………………………… ii
LIST OF FIGURES ……………………………………………………………………. v
ABSTRACT …………………………………………………………………………… vi
CHAPTER
1.
INTRODUCTION ………………………………………………………. 1
2.
NATURE AS HEALER ………………………………………………….7
3.
THE NATURE OF AUTISM ………………………………………… 25
4.
CASE STUDY AND INTERVIEWS ………………………………….. 53
5.
ANALYSIS AND DEVELOPMENT OF DESIGN GUIDELINES ….73
6.
CONCLUSIONS ………………………………………………………...95
REFERENCES ………………………………………………………………………….99
APPENDIX
A INTERVIEW QUESTIONS ………………………………………….104
B GARDEN USE QUESTIONNAIRE ………………………………… 105
C THE DESIGN PROCESS ……………………………………………111
D RESOURCES …………………………………………………………113
VITA ………………………………………………………………………………….. 115
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LIST OF FIGURES
FIGURE 1: Institute for Child and Adolescent Development in Wellesley, Mass…18
FIGURE 2: Lucas Gardens School in New South Wales, Australia……………….19
FIGURE 3: The Leichtag Family Healing Garden at the Children’s Hospital
in San Diego, California………………………………………………20
FIGURE 4: Definitions of Autism………………………………………………….27
FIGURE 5 American Psychiatric Association’s Definition………………………. 28
FIGURE 6: Differential Diagnoses of Autism…………………………………… 29
FIGURE 7: Example of Classroom Layout using TEACCH curriculum…………. 51
FIGURE 8: A Visual Schedule…………………………………………………… 60
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