Presenter: Albert Krynski Special Ed Teacher PCI Junior Life skills class

A-Z of Special Needs Autism ADHD ADD Visually impaired Bi-Polar disorder Oppositional Defiant Disorder Hearing impaired Heart conditions

Asthmatic Allergies Seizure Disorders Cerebral Palsy Stroke victims Downs Syndrome Fetal alcohol Spectrum Disorder Non-verbal Hearing impairments

Foster creativity Strengthens Imagination Enhances diversity Eye hand co-ordination Motor skills Promotes group skills Encourages turn taking Independent skills

Imagination Discovery Creativity Academic skills Multi level abilities Thinking Skills Reasoning Patience

Promotes co-operation Encourages risk taking Strengthens academic skills reading, printing, spelling, math, science fine motor skills/gross motor skills Fosters independent skills

cator=PSZk99 cator=PSZk99 Strengthens academic skills Instant positive feedback Independent skills Level appropriate Programmable Multi-leveled

Provides immediate feedback Promotes inclusion Increases co-operation Fun gross and fine motor skills activities Increase learning Students see their progress Allows for individuality

Fine Motor Skills Gross Motor Skills Balance Turn Taking Team Work Competition

Promotes Independence Encourages growth & exploration Enables participation Provides a voice

Promotes Independence Encourages growth & exploration Enables participation Provides a voice

have been in existence since the 1970s beginning in Europe first MSR was introduced in Canada in 1992 in Torontos Childrens Centre also referred to as snoezelen rooms (a combination of the Dutch words snuffelen, meaning to seek out or explore, and doezelen, which means to relax) the Public Schools Finance Board refers to snoezelen rooms in discussing space standards for special education areas 12

Multi-sensory rooms are designed environments that provide a safe place to promote: communication stimulation sensory exploration relaxation Intellectual activity 13

Two main approaches in using Multi-Sensory Rooms: to provide an experience where students can relax and explore under the guidance of a teacher or educational assistant for achieving specific and measurable educational goals (e.g., communication goals, such as turn taking, academic goals, such as alphabet knowledge) 14

Students with: autism multiple disabilities attention deficit hyperactivity disorder cerebral palsy pervasive developmental delays fetal alcohol spectrum disorder 15

Usage to calm down agitated/upset students create a learning environment where non-verbal students can explore different sensory experiences (e.g., scents, textures, visual prompts & stimulation, hand-on manipulatives) to achieve IEP goals (e.g., develop motor skills, stimulate visual and tactile skills) 16

Recycling Ink Cartridges, Laser jet Cartridges, Cell-phones, and soon digital cameras Provides meaningful work experience Supports environmental causes, sponsors tree planting Raises money for classroom projects Gross motor skills

Questions ??? Technology provides abilities for those that are less able.