Multisensory Environments

Who, Why and How?

Why?

• Opportunities for pupil-led exploration, investigation, problem-solving and discovery;

• A means of promoting pupil self-awareness and empowerment;

• A context for the development of sensory awareness, an understanding of cause and effect, and skills in environmental control;

• A resource used by professionals in support of assessment and pupil profiling;

• Individual therapy and relaxation.• (Byers, 1998)

Why?

• The development of sensory functioning - especially vision

• Improved physical control• The development of communication• Relief of tension and of hyperactivity • The promotion of a receptive mental state• The reduction of challenging behaviours• Increased motivation

Why?• Simulations and dramatic reconstructions carefully planned and

directed by staff in order to create access for mixed groups of pupils to various areas of the curriculum such as science, history or geography;

• Opportunities for pupil-led exploration, investigation, problem-solving and discovery;

• A means of promoting pupil self-awareness and empowerment;• A context for the development of sensory awareness, an

understanding of cause and effect, and skills in environmental control;

• A resource used by professionals in support of assessment and pupil profiling;

• Individual therapy and relaxation.• (Byers, 1998)

Why?

• Bozic (1997)concluded that there were two approaches to their use. The first of these he termed the child led repertoire whilst the second he considered a developmental repertoire. These two approaches are distinct from each other but different staff may view the same activity using a different repertoire

Definition

• The new multisensory environment is a dedicated space or room for relaxation and /or work, where stimulation can be controlled, manipulated, intensified, reduced, presented in isolation or combination, packaged for active or passive interaction, and temporarily matched to fit the perceived motivation, interests, leisure, relaxation, therapeutic and/or educational needs of the users. It can take a variety of physical, psychological and sociological

forms (Pagliano.p.11).

Who?

• A need for enhanced or augmentative forms of communication.

• A need for enhanced or alternative input through sensory modalities.

• Access to greater environmental control by access to appropriate forms of technology.

Who?

• Most have cortical visual impairment (CVI) refers to visual impairment due to damage to the visual cortex, the posterior visual pathways or both (Groenveld, 1994 p.3).

• Groenveld goes on to indicate that 80% of children with CVI will suffer from cerebral palsy, 60% from epilepsy, 20% from hydrocephalus and 10% from deafness. Eighty per cent will also be considered to have severe learning difficulties.

• Most will be described as learners with profound and multiple disabilities (PMLD) or as having multisensory impairments (MSI).

Interactive Technology

• The interactive way in which information is stored, processed and presented to provide rapid and dynamic feedback (“interactivity”) which itself has further functions:

• exploration of models and simulations

• communication

• presenting information

Why and Who: Products of their time

• Multisensory environments were not created to meet the needs of a population with profound and complex forms of special need but out of an interest in altered states of consciousness by a mainstream population. Altered states of consciousness were a key area of interest for the humanistic psychologists.

Why?

• Meanwhile from around 1950, in a field previously dependent on medical knowledge and interest, psychologists appointed to mental deficiency hospitals …began to publish findings which demonstrated that the mentally handicapped could learn under appropriate conditions…(Gulliford, 1988 p.37).

Why?• Humanism is strongly phenomenological or experiential: its

starting point is conscious experience.• Humanistic psychology insists on man’s essential wholeness and

integrity.• Humanistic psychology while acknowledging that there are clear-

cut limits inherent in human existence, insists that human beings retain an essential freedom and autonomy.

• Humanistic psychology is antireductionist in its orientation.• Humanistic psychology, consistent with its strong grounding in

existentialism, believes that human nature can never be fully defined.

• (Shaffer, 1978 pp.10-17)

Sensory Awareness

• Sensory awareness techniques used within humanistic psychology utilized a range of different approaches designed to sensitize the individual to visual and auditory stimuli. In pursuit of a raised level of awareness altered states of consciousness (ASCs) were induced by changes brought about by increased sensory awareness.

Sensory

• Sensory deprivation and flooding were used to evoke ASCs. Sensory flooding was a method developed by Masters and Houston. It involved the use of combinations of dissolving slides of coloured patterns and tapes of music. (Stevens, 1990). Participants were ‘flooded’ with high levels of sensory and auditory stimulation.

Sensory

• Sensory deprivation (on the other hand) involved the removal of as much extraneous stimulation as possible (Lilly, 1977). This approach was designed to focus awareness upon the internal resources of the individual. To facilitate sensory stimulation a range of mood or `state’ enhancers were used such as alcohol or `mind-changing’ drugs.

Why: Summary

• The behavioural approach – Linking stimulation and perception

• The physiological approach – Linking stimulation and neural firing