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Multisensory rooms: essential characteristics and barriers to effective practice
Purpose This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms. Design/methodology/approach The paper presents semi-structured interviews with 27 multisensory...
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Published in: | Tizard learning disability review 2020-07, Vol.25 (2), p.67-75 |
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description | Purpose
This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms.
Design/methodology/approach
The paper presents semi-structured interviews with 27 multisensory room practitioners from a range of backgrounds followed by analysis to identify key characteristics and barriers.
Findings
Eleven positive room characteristics were identified. The three deemed most significant were that the rooms are dark, activity associated and uninterrupted spaces. Two negative room characteristics were identified: inaccessible design and broken equipment. Ten barriers to effective multisensory room practice were identified and grouped according to themes of logistics, suboptimal usage and practitioner capabilities.
Research limitations/implications
The research focuses on a small self-selecting sample, coded by one person acting independently of any institution. This is an under researched area which would benefit from further more rigorous investigation.
Practical implications
This research enables practitioners to remove barriers to effective multisensory room practice and to focus on the characteristics most significant in generating benefits for room users. Understanding of the essential characteristics and potential barriers to effective practice will allow practitioners to better exploit limited resources of time, money and staffing.
Originality/value
Past research into multisensory rooms has focused on specific user groups or specific multisensory environments. This research examined multisensory room practice across both a range of environments and a range of users, giving an original overview of current multisensory room usage in the UK. |
doi_str_mv | 10.1108/TLDR-10-2019-0029 |
format | article |
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This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms.
Design/methodology/approach
The paper presents semi-structured interviews with 27 multisensory room practitioners from a range of backgrounds followed by analysis to identify key characteristics and barriers.
Findings
Eleven positive room characteristics were identified. The three deemed most significant were that the rooms are dark, activity associated and uninterrupted spaces. Two negative room characteristics were identified: inaccessible design and broken equipment. Ten barriers to effective multisensory room practice were identified and grouped according to themes of logistics, suboptimal usage and practitioner capabilities.
Research limitations/implications
The research focuses on a small self-selecting sample, coded by one person acting independently of any institution. This is an under researched area which would benefit from further more rigorous investigation.
Practical implications
This research enables practitioners to remove barriers to effective multisensory room practice and to focus on the characteristics most significant in generating benefits for room users. Understanding of the essential characteristics and potential barriers to effective practice will allow practitioners to better exploit limited resources of time, money and staffing.
Originality/value
Past research into multisensory rooms has focused on specific user groups or specific multisensory environments. This research examined multisensory room practice across both a range of environments and a range of users, giving an original overview of current multisensory room usage in the UK.</description><identifier>ISSN: 1359-5474</identifier><identifier>EISSN: 2042-8782</identifier><identifier>DOI: 10.1108/TLDR-10-2019-0029</identifier><language>eng</language><publisher>Brighton: Emerald Publishing Limited</publisher><subject>Children with disabilities ; Classroom Environment ; Disability ; Educational Technology ; Intellectual disabilities ; Interviews ; Learning disabilities ; Multisensory environment ; Multisensory rooms ; Resistance (Psychology) ; Semi Structured Interviews ; Senses ; Sensory perception ; Special Needs Students ; Special Schools ; Stimulation ; Teaching Methods ; Therapy ; Visual Impairments</subject><ispartof>Tizard learning disability review, 2020-07, Vol.25 (2), p.67-75</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited 2020</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c314t-84630de0b3c0f808d6adf1660168efcecab439ca56d2f1619a5dc836c443cf9a3</citedby><cites>FETCH-LOGICAL-c314t-84630de0b3c0f808d6adf1660168efcecab439ca56d2f1619a5dc836c443cf9a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2420600095/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2420600095?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,12826,21358,21374,21375,27903,27904,30978,33590,33856,34509,43712,43859,44094,73967,74143,74385</link.rule.ids></links><search><creatorcontrib>Grace, Joanna</creatorcontrib><title>Multisensory rooms: essential characteristics and barriers to effective practice</title><title>Tizard learning disability review</title><description>Purpose
This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms.
Design/methodology/approach
The paper presents semi-structured interviews with 27 multisensory room practitioners from a range of backgrounds followed by analysis to identify key characteristics and barriers.
Findings
Eleven positive room characteristics were identified. The three deemed most significant were that the rooms are dark, activity associated and uninterrupted spaces. Two negative room characteristics were identified: inaccessible design and broken equipment. Ten barriers to effective multisensory room practice were identified and grouped according to themes of logistics, suboptimal usage and practitioner capabilities.
Research limitations/implications
The research focuses on a small self-selecting sample, coded by one person acting independently of any institution. This is an under researched area which would benefit from further more rigorous investigation.
Practical implications
This research enables practitioners to remove barriers to effective multisensory room practice and to focus on the characteristics most significant in generating benefits for room users. Understanding of the essential characteristics and potential barriers to effective practice will allow practitioners to better exploit limited resources of time, money and staffing.
Originality/value
Past research into multisensory rooms has focused on specific user groups or specific multisensory environments. This research examined multisensory room practice across both a range of environments and a range of users, giving an original overview of current multisensory room usage in the UK.</description><subject>Children with disabilities</subject><subject>Classroom Environment</subject><subject>Disability</subject><subject>Educational Technology</subject><subject>Intellectual disabilities</subject><subject>Interviews</subject><subject>Learning disabilities</subject><subject>Multisensory environment</subject><subject>Multisensory rooms</subject><subject>Resistance (Psychology)</subject><subject>Semi Structured Interviews</subject><subject>Senses</subject><subject>Sensory perception</subject><subject>Special Needs Students</subject><subject>Special Schools</subject><subject>Stimulation</subject><subject>Teaching Methods</subject><subject>Therapy</subject><subject>Visual Impairments</subject><issn>1359-5474</issn><issn>2042-8782</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>HEHIP</sourceid><sourceid>M0P</sourceid><sourceid>M2S</sourceid><recordid>eNptkE1LAzEQhoMoWKs_wFvAc3TysWniTapVoaJIPS9pdoIp225NUqH_3l3qRfA0zMvzzsBDyCWHa87B3Czm9--MAxPALQMQ9oiMBCjBzMSIYzLisrKsUhN1Ss5yXvUEn1gzIm8vu7bEjJvcpT1NXbfOtxRzH5ToWuo_XXK-YIq5RJ-p2zR06VKKmDItHcUQ0Jf4jXQ7cNHjOTkJrs148TvH5GP2sJg-sfnr4_P0bs685Kowo7SEBmEpPQQDptGuCVxr4Npg8OjdUknrXaUb0efcuqrxRmqvlPTBOjkmV4e729R97TCXetXt0qZ_WQslQAOArXqKHyifupwThnqb4tqlfc2hHsTVg7hhGcTVg7i-A4cOrjG5tvm38se1_AG3TnCr</recordid><startdate>20200707</startdate><enddate>20200707</enddate><creator>Grace, Joanna</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing 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Impairments</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Grace, Joanna</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Career & Technical Education Database</collection><collection>ProQuest Nursing and Allied Health Journals</collection><collection>ProQuest Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection (Proquest) 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(Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Tizard learning disability review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Grace, Joanna</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Multisensory rooms: essential characteristics and barriers to effective practice</atitle><jtitle>Tizard learning disability review</jtitle><date>2020-07-07</date><risdate>2020</risdate><volume>25</volume><issue>2</issue><spage>67</spage><epage>75</epage><pages>67-75</pages><issn>1359-5474</issn><eissn>2042-8782</eissn><abstract>Purpose
This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms.
Design/methodology/approach
The paper presents semi-structured interviews with 27 multisensory room practitioners from a range of backgrounds followed by analysis to identify key characteristics and barriers.
Findings
Eleven positive room characteristics were identified. The three deemed most significant were that the rooms are dark, activity associated and uninterrupted spaces. Two negative room characteristics were identified: inaccessible design and broken equipment. Ten barriers to effective multisensory room practice were identified and grouped according to themes of logistics, suboptimal usage and practitioner capabilities.
Research limitations/implications
The research focuses on a small self-selecting sample, coded by one person acting independently of any institution. This is an under researched area which would benefit from further more rigorous investigation.
Practical implications
This research enables practitioners to remove barriers to effective multisensory room practice and to focus on the characteristics most significant in generating benefits for room users. Understanding of the essential characteristics and potential barriers to effective practice will allow practitioners to better exploit limited resources of time, money and staffing.
Originality/value
Past research into multisensory rooms has focused on specific user groups or specific multisensory environments. This research examined multisensory room practice across both a range of environments and a range of users, giving an original overview of current multisensory room usage in the UK.</abstract><cop>Brighton</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/TLDR-10-2019-0029</doi><tpages>9</tpages></addata></record> |
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source | Applied Social Sciences Index & Abstracts (ASSIA); Emerald:Jisc Collections:Emerald Subject Collections HE and FE 2024-2026:Emerald Premier (reading list); Social Science Premium Collection (Proquest) (PQ_SDU_P3); Sociology Collection; Education Collection |
subjects | Children with disabilities Classroom Environment Disability Educational Technology Intellectual disabilities Interviews Learning disabilities Multisensory environment Multisensory rooms Resistance (Psychology) Semi Structured Interviews Senses Sensory perception Special Needs Students Special Schools Stimulation Teaching Methods Therapy Visual Impairments |
title | Multisensory rooms: essential characteristics and barriers to effective practice |
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