Multi-sensory environments: a qualitative exploration

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dc.contributor.authorMichael, Baker
dc.contributor.examiningcommitteeLutfiyya, Zana (Educational Administration, Foundations & Psychology)en_US
dc.contributor.examiningcommitteeSchmidt, Clea (Curriculum, Teaching & Learning)en_US
dc.contributor.examiningcommitteeHansen, Nancy (Disability Studies)en_US
dc.contributor.supervisorFreeze, Rick (Educational Administration, Foundations & Psychology)en_US
dc.date.accessioned2019-09-09T19:27:40Z
dc.date.available2019-09-09T19:27:40Z
dc.date.issued2019-09-06en_US
dc.date.submitted2019-09-09T19:02:48Zen
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractMulti-Sensory Environments (MSEs) originated in the Netherlands during the 1970s as a form of recreation for those individuals with profound intellectual and multiple disabilities (PIMDs) (Brug, Van der Putten, & Vlaskamp, 2013). Since then, MSEs have shifted from a localized practice to a global movement in the fields of medicine, education and therapy (Pagliano, 1999). A lack of quantitative analysis into the use and efficacy of MSEs has led to an emergent critique of their value, despite anecdotal reports and positive qualitative outcomes reported in some studies (Haegele & Porretta, 2014). In this study, I use a critical analysis approach, involving the application of an immanent critique and a genealogical analysis (Miró-Bonet, Bover-Bover, Moreno-Mulet, Miró-Bonet & Zaforteza-Lallemand, 2013) to explore the practical and theoretical benefits, advantages, and potential of MSEs in education; as well as the challenges, problems, and limitations of MSEs in education, specifically in a Manitoba K-12 context. I hope to better understand how an inclusive educational framework relates to the conceptualization and implementation of Multi-Sensory Environments. Finally, I discuss the implications of MSEs in teaching, learning, and possible areas for future research. This qualitative study into Multi-Sensory Environments in schools was conducted in Manitoba, Canada. Four educators from two different school divisions took part. The participants held various positions within their divisions, including Occupational Therapy, Administration (Principal/Vice-Principal), and Senior Administration. One of the participating divisions was rural and the other was urban. Each participant was interviewed twice, spaced at least two weeks apart. In addition, two participants provided photographs of their Multi-Sensory Environments for comparative analysis. The data were explored thematically, revealing consistent and unique trends in the use, conceptualization, equipment and the ideological basis surrounding Multi-Sensory Environments. The findings support a need for continued educational and professional training, divisional and cross-divisional collaboration, provincial and divisional guidelines, and policies and procedures in the areas of inclusion with respect to Multi-Sensory Environments and Snoezelen experiences.en_US
dc.description.noteOctober 2019en_US
dc.identifier.urihttp://hdl.handle.net/1993/34188
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectMulti-Sensory Environmentsen_US
dc.subjectInclusive Educationen_US
dc.subjectProfound Intellectual and Multiple Disabilitiesen_US
dc.subjectSensory Learningen_US
dc.titleMulti-sensory environments: a qualitative explorationen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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