Satisfy sensory peculiarities and problems with a snoozling room
Architectural spaces (time-out spaces)
sensory under- and over-sensitivity
In order to
satisfy sensory peculiarities which cannot be done justice in other ways.
Snoozling rooms are spaces in which in principle all senses can be addressed, while normally the opposite, low impact, is pursued. This is the case for the five other withdrawal spaces as mentioned in recommendation 54. Because in a snoozling room a broad array of sensory stimuli is present, there is the opportunity to harmonize or integrate several senses. Snoozling rooms – a contraction of the Dutch words for ‘sniffing’ and ‘dozing’, snoezelen – can also be called rooms for ‘multi sensory stimulation’.
At school a broad array of ‘snoozle-means’ should be available, so students can choose those which fit their individual preferences best. Most snoozling rooms contain smooth or soft objects, smooth or soft music, pleasantly moving objects such as water beds, pleasant colors and odors, etc. The idea is to have as many as possible senses function in an optimal manner; the assumption is that sensory integration is thus stimulated.
Snoozling rooms may certainly be effective for people with high sensory thresholds. In those cases stimuli can be enhanced: loud music, bright colors, rough materials.
Schools which want to approach this in a systematic manner can go further than to rely on the students’ expressed preferences and administer a test to determine their so-called ‘sensory profile’. These profiles can also serve to select students into groups (usually of two to four) which have similar sensory problems, to experience the snoozling together.
There are no established rules or models for the design of a snoozling room, but there are many examples.
Finally it should be noted that by far the most experience with snoozling rooms is gathered around old people with dementia, but that effect-research was unable to prove any effects until 2002, even though this therapy is applied world-wide and features in countless textbooks. The application to autism is much more scarce; we are not aware of scientific proof of its effects. For the time being we have to rely on impressions and anecdotes.