Children with general language impairment have great needs for efforts in terms of speech therapy and
special education to cope with schooling and everyday life. Garden environments have been shown to have restorative and rehabilitative effects on health and are increasingly used as a way to promote recovery from, for example, fatigue syndrome in adults. Could a garden environment have the same effect on language development in students?
Language is a fundamental key to being able to absorb one's education and to the possibility of a rewarding and sustainable working life. We need to find new ways to create environments that make it easier for students with language disorders to acquire the language and their education.
Starting during the autumn term 2020, we will start testing how activities in a garden environment can support students' language development. Treatment and pedagogical efforts will be tested and we are curious to see what results the garden stay may have on students' language development.
The method was tested during the academic year 20/21 and is judged to facilitate the language development of the students. The method will continue to be tested on a small scale during the academic year 21/22. Restrictions in space and the possibility of transport, however, make it difficult to scale up the initiative in its current form. A parallel initiative that at the same time meets other challenges when it comes to local access will therefore be tested in The rolling speech therapist.