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.
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.
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.
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.
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 Intelligence is
helpful for everyone especially for people
with learning disabilities and Attention
Deficit Disorder. Knowing your learning style
and how it linwill help you develop coping
strategies to compensate for your weaknesses
and capitalize on your strengths.
