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Victoria L. Rice Governors State University Educ 737 Winter 2002

Victoria L. Rice Governors State University Educ 737 Winter 2002

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Page 1: Victoria L. Rice Governors State University Educ 737 Winter 2002

Victoria L. RiceGovernors State University

Educ 737Winter 2002

Page 2: Victoria L. Rice Governors State University Educ 737 Winter 2002

What Is Snoezelen ?• Snoezelen (pronounced

snoozelen) is a technical term for a concept designed to appeal to the senses.

• It is an activity taking place in a dusky room with special light sources, soft music, aromatherapy, tactile and taste experiences.

Page 3: Victoria L. Rice Governors State University Educ 737 Winter 2002

Where Did Snoezelen Come From ?

• The word snoezelen was derived from two Netherlands words “snuffelen” (schnueffein-does what one wants) and “doezelen” (dozen – to ease).

• Snoezelen was developed in Holland in the 1970’s and was designed to target populations with severe sensory and developmental disabilities to provide relaxation experiences in a controlled setting.

Page 4: Victoria L. Rice Governors State University Educ 737 Winter 2002

Snozelen, A New Occupation

Since its beginning at the DeHartenberg Center in Holland, snoezelen has become a very meaningful activity for the severely retarded and has developed into a completely new occupation. The snoezelen program is relatively new. It’s purpose is to deliver sensory or motor relaxation. Sensory stimulation may also be a goal if determined appropriate for a particular participant.

Page 5: Victoria L. Rice Governors State University Educ 737 Winter 2002

Understanding the Snoezelen Phenomenon

• Sensory Perception

• Thoughts• Feelings• Actions

Page 6: Victoria L. Rice Governors State University Educ 737 Winter 2002

How Can We Create Favorable Conditions?

• By being alert• Paying close attention to how, where, and

when the individual is transmitting signals

• Find out what their signals are• Stand-by all the time to receive and to

register as many signals as possible• Implement snoezelen observation sheet

Page 7: Victoria L. Rice Governors State University Educ 737 Winter 2002

The Senses and Perception• Hearing• Touching• Seeing • Tasting • Smelling

Snoezelen focuses on creating a world where the senses are experienced in a self contained environment.

Page 8: Victoria L. Rice Governors State University Educ 737 Winter 2002

Our Most Important Sense Is Touch

• The surface of the skin contains a great number of sensory receptors that respond to heat, cold, touch, or pain.

• There are about 70 receptors on a square centimeter of skin.

• Our skin is the most prominent organ of our body.

Page 9: Victoria L. Rice Governors State University Educ 737 Winter 2002

The Perception of Sight and Touch

• In our culture the tactile sense has been moved to the background and visual perception prevails.

• We exist in a sort of “do-not-touch-me” society.• Because visual perception is so prominent we

often receive limited information about our environment.

• What is seen and felt is always experienced more intensely than what is seen only.

Page 10: Victoria L. Rice Governors State University Educ 737 Winter 2002

The Perception of Taste and Smell

• Taste and smell play a decisive roll in our environment.

• Sensations of taste are mostly combinations of taste and smell.

• Smells can have a major influence on our state of mind.

• Smells often call up associations of earlier experiences and are linked either pleasantly or unpleasantly.

Page 11: Victoria L. Rice Governors State University Educ 737 Winter 2002

The Perception of Sound

• Sound in a sense also has a tactile quality

• The skin reacts to both sound and pressure waves

• We perceive sound with our ears, skin, and organs

Page 12: Victoria L. Rice Governors State University Educ 737 Winter 2002

An Image of Our Environment

• All these forms of sensory perception provide us with a picture of space, time, reality, dimension, shape, depth, quality and structure of everything around us.

• The data we store in our memory and recall extends our environment with quantitatively and qualitatively depending on how and to what extent we move about in this world.

Page 13: Victoria L. Rice Governors State University Educ 737 Winter 2002

Mobility a Major Factor• Mobility is a major

factor in how we extend our environment.

• A person who is limited in mobility or has to get along without use of one or more senses, uses certain senses more selectively and intensely.

• Thus he can still broaden his experiences.

Page 14: Victoria L. Rice Governors State University Educ 737 Winter 2002

Snoezelen in Practice the “Snoezelen Room”

• The right atmosphere

• The opportunity for choice

• The opportunity to set the pace

• The correct length of time

• Repetition• A selective offer of

stimuli• The proper

fundamental attitude

• The right supervision

Page 15: Victoria L. Rice Governors State University Educ 737 Winter 2002

Snoezelen Possibilities

Previously we have described a snoezelen room where the environment is controlled in a self contained setting. The following pictures are designed to demonstrate some of the “snoezelen” possibilities available. Your own research and needs of the population you serve will be decisive in establishing the “snoezelen” experience you desire.

Page 16: Victoria L. Rice Governors State University Educ 737 Winter 2002

Snoezelen Room Activity

• Fiber Optic, Tails Large

• Mat

• Bean Bag Chair

Page 17: Victoria L. Rice Governors State University Educ 737 Winter 2002

Snoezelen Room Activity

• Bubble Tube

• Fish

• Water Color Change

• Switches