Sensory+Room

A sensory room is that of which is used to stimulate all the senses. The sensory room is used for individuals of all ages and is quite often used for students who experience problems with their senses and/or coordination. A sensory room is then set up in order to stimulate each of the senses as well as challenge the senses and movement difficulties. It is quite often that you may find many students with autism spectrum disorder will have difficulties with their senses, movement and/or coordination and while this is a common disability today, sensory rooms are very popular. Due to this it is important for teachers who wish to set up a sensory room to understand what a sensory room is how to set one up or simply how to incorporate the sensory room into the mainstream classroom and in particular make the sensory room age appropriate. While the large classroom is generally not called a sensory room as it is not small and simply only focused on sensory objects, the sensory objects of a sensory room may be incorporated into the general classroom to create, what may be called, a sensory classroom. There are six general sectors which should each be included in a sensory room. These are: In the mainstream classroom, to ensure it is inclusive for all students, simple things may be done in order to make the classroom one of a sensory classroom, or if it is possible, a small sensory room or corner may be set up in the classroom. Many things may also be incorporated, in the school playground, sporting equipment or provided during sports and recreation times. Each of the above factors should be considered in doing so and listed below are a few examples beside each factor.
 * Sensory Room **
 * 1) Vestibular input
 * 2) Visual input and lighting
 * 3) Smell
 * 4) Propioception
 * 5) Tactile/ Touch/ Feel
 * 6) Auditory
 * Vestibular input**- swing, hammock, slides, rockers, balance boards, tubes/ tunnels, spinning activities, dancing, etc. Many of these may be provided during sports and recreation times throughout the school or in class.
 * Visual Input and Lighting-** controllable lighting, lava lamps, UFO lamps (fibre optic light sources), dull pastel lights, water fountains (inside, out or wall), fairy lights (flashing and non-flashing). NO fluorescent lights should be used. These may simply be placed around the classroom or in a small corner, with different lighting, (this may simply be a lamp with a pastel light or fairy lights).
 * Smell-** scented oils, scented sprays and scented candles. Scented play dough and scented markers. Scented toys and scented eye masks. (Calming scents are things such as vanilla, lavender, peppermint, jasmine and stimulating scents are things such as cinnamon, strong and sweet smells, spices, and floral scents. These are each very simple things that may be used in all classrooms.
 * Propioception-** bean bags, floor cushions, hammock, objects to climb or hang on, trampolines, skipping, etc. These things may simply be provided in a reading corner in a general classroom and simply in the playground or during recreation times.
 * Tactile/ Touch/ Feel-** play dough, textured balls, tactile walls and mats, textured puzzles, massagers, zyrofoam, etc. These may be provided in a small section of the classroom with different materials used on different things. Balls may be provided in recreation times and puzzles, massagers, etc may be provided in free/ spare time.
 * Auditory**- CD’s, Tapes, music videos may all be used at various times in the classroom and things such as music pillows may be used in free/ spare time.

There are various other things that a sensory room may include, these are simply easily accessible and simple things/ ways your classroom could be made into a sensory classroom or simply a classroom that contains items in which stimulate and challenge the senses. The use of sensory objects, a sensory corner or a sensory room is quite often to relax students and to teach students various things through the senses. Classroom teachers may find sensory objects useful when students become distressed with something or are having difficulty concentrating and/ or learning in the classroom. To keep the sensory room educational it is very important to ensure objects and in particular toys, are all age appropriate. Premier Solutions Website- ([] )
 * Reference- Useful Website for teachers and parents**

The following is an illustration of a sensory room taken from Mike Ayres Design (2010).

** Little Sensory Room ** Instead of changing the whole class into a sensory room, a small enclosure can be made into a Little Sensory Room (LSR) adequate for one child to use at a time. LSRs are usually five sided rectangular prisms with various objects hanging from the roof by pieces of string similar to a baby's mobile. Children are placed within the enclosure on their back so they can potentially interact with the object with all four limbs and face.

Below are two photographs of a LSR taken by Joel Mallett at Malkara School in Garran ACT on the 8th of July 2011. My visit to Malkara School was specifically to learn about teaching strategies for children with special needs. Many different items are used including cooking utensils, cutlery, bells, horns and toys. Essentially anything that has an interesting texture, shape or makes a sound either by itself or upon interaction with another object can be used as long as it is safe. The variety of objects that can be used means LSRs can be made quite easily once a frame has been constructed or bought. Needless to say, it is vital that objects are securely fastened and can withstand repeated tugs from children.

LSRs get their name from the fact that several senses are ignited simultaneously, including hearing, sight and touch. My research found very little information about LSRs so I discussed them with Malkara School staff on my visit there in early July 2011. I discovered that all five senses can be engaged when using LSRs as incense may be burnt during sessions and some children put objects in their mouth (LSRs are cleaned after use). The length of each session varies depending on the individual child, but sessions are generally not longer than 20 minutes.

The whole sensory experience means that all children receive some stimulation from LSRs. Children who have a hearing impairment may be engaged visually and may also benefit from the vibrations caused by hitting an object or by the interaction of two objects. Children who are blind may increase their awareness of textures and the taste of objects. The nurse at Malkara School D. Davies (personal communication, July 8, 2011) says that it is one of the favourite activities of a boy who is blind.

Given their similarities with babies' mobiles, LSRs are suitable for the youngest of children. According to D. Davies (personal communication, July 8, 2011), there are children as old as 12 who use LSRs are Malkara School. Some children do no outgrow the need for LSRs or larger equivalents because they benefit from sensory stimulation regardless of age. Different LSRs can be made for different children. The picture below is another LSR at Malkara School. This may be a preferred LSR of a child with autism as these children are commonly partial to dark and confined spaces (Falkirk Council, n.d.).

Mike Ayres Design. (2010). //Multi-sensory room// [image]. Retrieved from http://www.mikeayresdesign.co.uk/index.php/rooms.html
 * References**

Falkirk Council. (n.d.). //Autism Spectrum Disorder: A Practical Approach at Home for Parents and Carers//. Retrieved from []


 * Snoezelen **

For young children with severe and multiple disabilities or with challenging behaviour, sensory stimulation is an important part of a support program (Westwood, 2007). Snoezelen is an approach developed in the late 1970's by two Dutch therapists, Jan Hulsegge and Ad Verheul. Snoezelen comes from the words ‘snuffelen’ (to explore) and ‘doezelen’ (to relax). Snoezelen provides both sensory stimulation and relaxation for children with a disability. The rooms are therapeutic and educational, using structured multi-sensory environments containing lights, textures, aromas, sounds and movement. Snoezelen has particular benefits for children with emotional and behavioural problems combined with their intellectual disability and for helping children with autism (Westwood, 2008). By viewing the website teachers can obtain ideas they can use in preschools or special schools to create sensory stimulation for young children with an intellectual disability. Snoezelen



The YouTube clip gives an example of a Snoezelen room being used in a school in the U.S.A.

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References:

Stockton Elementary. (2010). //Snoezelen Room @ Stocton Elementary// [Video Clip]. Retrieved from  []

 Westwood, P. (2007). //Commonsense Methods: For Children with Special Needs. Abingdon, U.K. : Routledge.//