Qualitative Evaluation of a Garden-Based Healing and Learning Program for Young Adults with Intellectual Disabilities

Abstract

This study investigated the impact of garden-based learning on young adults with intellectual disabilities (YAwID). Since YAwID often experiences difficulties collecting information, experiencing situations, and making decisions independently, we developed and implemented a customized learning program for them and analyzed its impact. This program was devised specially to help YAwID utilize the garden’s resources properly. The findings showed that garden-based learning generated specific changes in the knowledge, skills, and attitudes of YAwID, such as emotional healing to recover psychological stability, social healing through social relationships, physical healing through new activities, and independent healing through individualized plans. Participants experienced sympathizing with others and maintaining positive relationships and obtained the knowledge, skills, and attitudes necessary for behaving responsibly through gardening. Garden-based learning utilizing flowers and plants enhanced participants’ physical and mental health, improved their functioning, and helped them adapt to the environment and integrate into society. Our program can be considered a form of vocational training by which people with disabilities can enhance their employability by learning gardening skills, promoting their participation in society, and improving their quality of life. Hence, garden-based learning may transform people’s perception of disability and help people with disabilities respond to challenges.