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.
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.
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
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
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.
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.
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
For
more information about the design service
click here.