Jardins terapêuticos e sua contribuição para o desenvolvimento de crianças autistas

Abstract

This work aimed to propose a therapeutic garden project for Parque Areião in Goiânia, GO, designed for children and individuals with Autism Spectrum Disorder (ASD), using selected and already existing therapies. This will allow an analysis of how therapeutic gardens can function as supportive spaces for the sensory, emotional, cognitive, and social development of children with ASD. Considering the complexity of the individual needs of autistic children, especially their sensitivity to stimuli in the physical environment, this study proposes the application of gardens as a therapeutic tool. After an extensive literature review, the main characteristics of ASD were investigated, along with the sensory challenges faced by this population and the direct impact of the environment on behavioral, emotional, and learning responses. The most commonly used therapies today are addressed, such as Applied Behavior Analysis (ABA), Cognitive-Behavioral Therapy (CBT), and the Picture Exchange Communication System (PECS), as well as how the physical space can enhance or hinder the effects of these interventions. Based on principles of sensory architecture, environmental psychology, and universal design, this work establishes specific design guidelines for spaces aimed at children with ASD, highlighting the importance of elements such as natural light, soft colors, ventilation, textures, spatial organization, and controlled stimuli. The concept of “autism-friendly design” is studied as a foundation for creating inclusive and functional environments. Thus, the study concluded that therapeutic gardens, when designed with intentionality and sensitivity to neurodiverse needs, have the potential to promote well-being, safety, social integration, and autonomy, becoming an important complementary tool in the care of children on the autism spectrum. Furthermore, the social and educational relevance of these spaces is emphasized, encouraging the development of more humanized and inclusive landscape projects in school, urban, and residential contexts.