The Use of Multisensory Environments in Schools for Students with Severe Disabilities: Perceptions from Teachers

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• 作者：Jennifer Stephenson (1) Jennifer.stephenson@mq.edu.au
  Mark Carter (1)
• 关键词：Multisensory environments – ; Snoezelen – ; Severe disabilities – ; Schools – ; Teachers – ; Teaching
• 刊名：Journal of Developmental and Physical Disabilities
• 出版年：2011
• 出版时间：August 2011
• 年：2011
• 卷：23
• 期：4
• 页码：339-357
• 全文大小：214.8 KB
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• 作者单位：1. Macquarie University Special Education Centre, Macquarie University, Sydney, NSW 2109, Australia
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Child and School Psychology
  Public Health
  Pediatrics
  
• 出版者：Springer Netherlands
• ISSN：1573-3580

文摘

Although multisensory environments (MSE) are popular in schools educating students with severe disabilities, little is known about how teachers are using them. This paper reports on interviews with five teachers from two special schools who agreed to be videorecorded while using the room with their classes and who were interviewed about their perspectives on MSEs and about the activities observed in their classes. Most teachers seemed to believe that use of the MSE or the equipment in it would have automatic and remarkably wide ranging benefits for their students. There was more limited evidence of focused programing, teaching and monitoring practices that would result in functional outcomes for students. Given lack of empirical support for educational outcomes from MSE use, the authors call for more research on use of MSEs and for education authorities, schools, and teachers to more actively monitor and evaluate the effects of their use.