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Commentary on “Multisensory rooms: essential characteristics and barriers to effective practice”

Ben Challis (Department of Media, Manchester Metropolitan University – All Saints Campus, Manchester, UK)
Mark Hildred (Apollo Ensemble, York, UK)
Jennie Ruth Bailey (Department of Media, Manchester Metropolitan University – All Saints Campus, Manchester, UK)

Tizard Learning Disability Review

ISSN: 1359-5474

Article publication date: 6 May 2020

Issue publication date: 7 July 2020

Abstract

Purpose

The purpose of this paper is to provide a commentary on Grace’s article on multisensory rooms.

Design/methodology/approach

This paper gives a historical overview of the emergence and evolution of multi-sensory environments (MSEs) together with an outline of a current research project seeking to support best practice.

Findings

MSEs have become a standard feature in special educational needs schools in the UK with government building guidelines now stipulating the inclusion of at least one sensory room within any such provision. However, there is little research-based evidence from which design decisions can be informed. Instead, previous research has tended to focus on the effectiveness of MSEs for specific user groups.

Originality/value

The outlined research will establish some initial design principles for MSEs.

Keywords

Acknowledgements

The research study into design principles for MSEs as described in this paper is supported by funding from the British Academy/Leverhulme Small Grants Award Scheme (award reference: SRG19\190213).

Citation

Challis, B., Hildred, M. and Bailey, J.R. (2020), "Commentary on “Multisensory rooms: essential characteristics and barriers to effective practice”", Tizard Learning Disability Review, Vol. 25 No. 2, pp. 77-81. https://doi.org/10.1108/TLDR-01-2020-0001

Publisher

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Emerald Publishing Limited

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