Philosophical Structure

The philosophical structure in a Multi Sensorial Space is made up of the five points that researcher O’Brien developed and came up with. It is important to take these five points into consideration when dealing with a sensory environment due to the fact that that could help improve the quality of life of these individuals that suffer from profound disabilities such as Cerebral palsy. The five accomplishments consist of Respect, Choice, Capabilities, Community presence and relationship.

It is important for the individual suffering from the disability to be respected. When shown respect the individual will feel like he/she is would have more control while in the Multi Sensorial Environment and this would result in the individual using the sensory room and equipment in the right way. Respecting the decision of these individual would also help them integrate with society and the environment in a calmer and more confident way.

Unfortunately in society, these individual do not have a large ability to choose things for themselves. However while in a sensory environment it is important to give them the choice to choose their own equipment, lighting and activities as this would help the individual feel more independent and responsible. It is important for therapists to find out what could motivate these individuals so that they could use this motivation to make them take part in any activity be it educational or a relaxed activity. Giving these individuals a sensory room in any kind of community is also a plus. It is important to focus on community presence due to the fact that some individuals would like to take part in activities outdoors while others might prefer taking part in activities in a normal sensory room.

Sensory rooms are important spaces where sensory activities could take place to help individuals that suffer from profound disabilities. When thinking of a multi sensorial space it is very important to consider these five accomplishments due to the fact that they could help the development of the individual’s skills, education and confidence. 

Reference list:

Fowler, SF, 2008. Multisensory Rooms and Environments. 1st ed. America: Scope (Vic) Ltd.

Snoezelen. 2016. Pennyman Primary School. [ONLINE] Available at:http://www.snoezelen.info/category/europe/. [Accessed 31 May 2016].

Live Case, Snoezelen Success:

Stockton elementary school in America is home to around 500 students. This school is Chicago’s northernmost school for children that suffer from disabilities. In 1989 a speech therapist named Sandler described the school as a friendly place with supporting parents. However she also stated that the school would be an even better place if a Snoezelen room is added to the premises as this would help expose these individuals to regular Snoezelen sessions. At the beginning of the design process a consultant from a Snoezelen company quoted Sandler with a typical figure of 40,000, however Sandler was prepared to pay much more so that he would be able to provide these children with the best Snoezelen room possible.

 

Thanks to Sandler’s attention to details and ample budget, the room created managed to please all of the senses while consisting of modern technology and equipment. The rooms equipment is all remote controlled, dimmers are available for the light provided and each piece of equipment has its own individual switch. This helps the individual choose their favourite equipment which also helps them to become more independent and confident. The results of this room have exceeded all expectations. This room has helped reserved students to explore the environment while integrating with various activities, while hyperactive children are able to relax and calm down while they are enjoying this sensorial space. This room also provides a space for education and the students are able to learn how to interact with others and also communicate with others.

Sandler also shares an experience that she had during this process. She says that there was this little girl who would never speak at school and she described her as “selectively mute”, however during an activity while in a sensory space, this little girl suddenly grabbed the microphone that was situated in the room and began to sing. This shows us that these sensory spaces do have an effect on all kind of individuals and could help them improve any skill needed. Fortunately the positive results are not only being seen while these children are taking part in activities during their time in this space. After one year Sandler and other teachers of the school realised that some children had improved their communication skills while others had improved their behaviour. Since these children have become used to the multi sensorial environment within the school, they have become accustomed to the standard procedures such as dimming the lights and using the equipment in the right.

For many children suffering from a disability, simply learning a normal routine is a big deal. Multi sensorial class rooms would help these individuals to learan these routines in a simpler and more entertaining way. The impact that the Snoezelen room within the Stockton elementary school has had is a clear indication that these rooms can work wonders for these children.  

Reference list:

Snoezelen. 2016. Stockton Elementary School. [ONLINE] Available at:http://www.snoezelen.info/success-stories/stockton-elementary-school/. [Accessed 31 May 2016].

Snoezelen. 2016. Pennyman Primary School. [ONLINE] Available at:http://www.snoezelen.info/category/europe/. [Accessed 31 May 2016].