Training with you

Richard Hirstwood - 'Multi Sensory Room' courses are available in your school or centre.

For many years Richard has been inspiring staff teams to take a more 'sensory' approach to their teaching styles. He is used to working in schools, day centres and many residential settings.

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About - Richard Hirstwood

Richard Hirstwood has 20 years experience in the field of the Multi Sensory Room (MSR). He is the co-author of the 'Practical Guide to Multi Sensory Rooms' and has had work featured in books from David Fulton Publishing. His netcast and website are growing in popularity worldwide.

Richard has been a full time MSR tutor for the last 14 years. He has worked all over the world inspiring people to use their rooms and equipment in varied and imaginative ways. He does not sell equipment, so he has no allegiance to any particular company or philosophy. His skill is not only in the humanitarian needs of children and adults, but also in the creativity and technical knowledge needed to make a room and its equipment work.

He has an in depth knowledge of both children and adults with learning disabilities in schools, day services and hospital settings. All his booking come through referral from professionals, by word of mouth or through the more authoritative sensory companies.

One day talk/lecture example

9:30 Introduction to the Day - We start the day with a familiarisation session: about the content of the day & pass on any 'house keeping' information.

The Multi Sensory Room or studio - We will study the uses of the multi sensory equipment, from relaxation and stimulation to communication. Setting aims and objectives and assessment in the MSR will also be over viewed.

Introduction to the Equipment - You may already have the equipment, or you may be just planning to purchase some. What do you do with it? How do you make it appropriate? Is the room a place where we go in, turn the lights off and listen to dolphins and panpipes whilst watching 60's liquid wheels running around the wall!

The equipment session may take up much of the day, as this knowledge is a vital pre-requisite if the room is to be used well.

Sensory Issues - Many people have a sensory loss or a dual sensory impairment, so this session considers the implications of this in relation to the MSR. Alternatively, we could study communication, aims or assessment in more detail if this is more appropriate to you.

Working with students

The day is split into sessions, each lasting for a suggested time of 45 minutes. These times can be changed to suit your needs.
When the students arrive in the room, the staff will be asked about their current aims for the individual or group. The session will then be tailored to suit the student's needs. Some preparatory information will be required, prior to the day.

The Suggested Times

9.30 Sessions Begin
9.30 Session 1 - 45 min
10.15 Session 2 - 45 min
11.00 Break
11.15 Session 3 - 45 min
12.00 Session 4 - 45 min
12.45 Lunch
1.30 Session 5 - 45 min
2.15 Session 6 - 45 min
3.00 Break
3.30 Staff feedback and questions

Two day course example

Day One - As normal 1 day course
Introduction to the Day
The Multi Sensory Room
Multi Sensory Equipment

Day Two - This is a flexible day and could
include the following subjects, depending
on the delegates needs.

Sensory Issues
Assessment
Communication
Setting Targets
Curriculum Links and themes
Equipment Training - ‘hands on’ session
Safety and Maintenance of the Equipment

Overview of the concept

This session will take an objective look through a series of OHP's about the rooms in existence in the UK and overseas. We will overview their uses, from relaxation and stimulation to communication. Setting aims and objectives and assessment in the MSR will also be dealt with. Is the room a place where we go in, turn the lights off and listen to dolphins and panpipes whilst watching 60's liquid wheels running around the wall? No! It is a tool, often termed as a 'studio' which can be used for a host of subjects, when we realise the potential.

Sensory on a shoestring

Sensory equipment doesn't have to be expensive as Richard can show. There are many things from pound shops and of course suppliers like 'Ikea' which can be used in sensory sessions. Richard always has new and innovative ideas for sensory on a shoestring.

Equipment training

Understanding the equipment is one of the most important subjects on any course. Even knowing where to switch it 'on and off' can be a challenge for some people! But knowing how the equipment can motivate people is very important. The presentation of effects and how to use
them in a tangible and appropriate manner is of equal importance. There are a host of ideas for bubble tubes, fibre optics and projectors which can ensure these tools are used in a way which takes the room beyond the often used 'relaxation' scenario. They can encourage people to communicate, learn curriculum subjects and social skills.

Stimulation

People often find the equipment 'stimulating' but what does that mean? People often see the room as a great place for 'visual stimulation'
but on the course you will gain plenty of knowledge and ideas about hearing, tactile, taste and smell.

Curriculum links and themes

This equipment, is not always used with students with profound and multiple disabilities. Many mixed setting and mainstream schools and adult day services are encouraging the use of the tools the traditional multi sensory room or studio offers. The equipment evolved from the theatre and disco market, and this, means that for more able children and adults it can offer imaginative learning.

Sensory issues

Many people have a sensory loss or a dual sensory impairment, so this session considers the implications of this in relation to the MSR. You will have the chance to experience the effects of visual impairment, hearing loss, lack of mobility and the effects of poor communication skills. This lecture and practical session will let you see the room in a different light!

Setting targets

If the room is to be seen as a valid tool, then specific targets will need to be set. The ideas proposed in this session will assist you in the setting of continuing targets. The tutor will suggest models and formats, which could be used with both children and adults.

Communication

This is the most important skill we can gain. The room or portable equipment can be used as valuable tools to develop communication at many levels, from early body language to sign and symbol learning. We will look at the basic reasons for communication. This session is a valuable reminder that the room is not just about relaxation.

Assessment

Before we use the equipment, we must start with baseline information about the student at any age. Ongoing assessments are also important to track the progress of a student, and there are many formats for sensory, communication and other skills, which may be used. These are relevant to a host of professions, from teachers, therapists, assistants and management.

Safety and maintenance

So many times equipment is returned to suppliers with simple problems, costing time and the loss of continuity in your MSR. The 'hands-on' work will not make you a technical genius, but will help you to carry out simple tasks such as a bulb or fuse replacement. It will also help people get over 'technophobia', often a problem hindering the successful operation of the MSR.

Learning styles

Information about 'learning styles' and 'Multiple Intelligences' is helpful for everyone especially for people with learning disabilities or any additional needs. Knowing your learning style and how it linwill help you develop coping strategies to compensate for your weaknesses and capitalize on your strengths.

Design