Home

Syllabus

MSE 101 – Course Syllabus (on-line)

S. L. Fornes, Ed.D.
E-mail: sfornes@cdhaf.org

Required Texts (3)

  • Fornes, S. L. (2009). Multi Sensory Environments – Developing Theory and Guiding Practice for Future Direction: A conceptual framework and delivery model developed from an integrative review of literature, practice, and research. Gadsden, AL: Chrilisan, LLC.
  • Fowler, S. & Pagliano, P. (2008) Multisensory Rooms and Environments: Controlled Sensory Experiences for People with Profound and Multiple Disabilities.
  • Davis, J. (2001). A Sensory Approach to the Curriculum: For Pupils with Profound and Multiple Learning Difficulties.

MSE Room

Presentation and Format of Written Work

All tasks are to be typed (includes word processors) on 8 1/2″ x 11″ paper using one side only and 12-point type. Margins must be 1″ all around. Electronic versions of assignments are to be turned in sent to the above email address. The Publication Manual of the American Psychological Association, 5th edition (APA/5) should be consulted and followed for the G&M exam (see related section below).

For each section, read and review the designated book chapter and any additional materials provided as outline in each section. Then study the video and PowerPoint presentation. Once completed in the material review answer the assessment questions at the end of the session. Respond to the questions in an essay format. Once completed forward your responses to sfornes@cdhaf.org for review and comments.

Course Objectives

Good training in Multi Sensory Environments (MSE) is an essential part of managing a MSE facility and using MSE effectively for clients, students, and consumers. Additionally the training will provide an ongoing opportunity to maintain usage standards, keep up with latest developments, and maintain a multi sensory environment in optimum condition.

This comprehensive course consists of 7 instructional modules and 1 hands-one module which address the complexity of issues around the theory, practice and application of MSE. Each module includes learning objectives, instruction, self-study and discussions questions, references, and resources.

Participants will be able to:

  1. Understand Sensory Processing, changing motivations, modulation and brain arousal
  2. Understanding of the difference of Sensory Motor vs. Sensory Diets for Arousal and Relaxation
  3. Practice at allowing consumer true choice & self determination
  4. Develop a MSE room
  5. Utilize the MSE and equipment to its fullest potential
  6. Develop basic MSE research projects

SENSORIUM 1

Module 1 begins with and introduction to MSA including the rationale and purpose. An overview of MSE consists of a universal definition of MSE, a brief history and benefits of MSE. An overview of neuroanatomy and the senses will be discussed including sensory processing and auditory, visual, olfactory, gustatory, tactile, and vestibular and proprioception stimulation.

This Sensorium provides suggested readings, PowerPoint presentation, video, and assessment questions Time: 3 hrs.

SENSORIUM 2

Module 2 discussed the emerging themes in MSE and new developments in neuroscience which includes neuroplasticity, neurochemistry, neuro electrophysiology, and epigentics. Brain synchronization and neural oscillations, stress and the brain, and brain arousal.

This Sensorium provides suggested readings, PowerPoint presentation, video, and assessment questions Time: 2.5 hrs.

SENSORIUM 3

Module 3 discusses a framework and basis for MSE including discussions around an artificially created enriched environment supported by the natural environment, the importance of being devoted to stimulation of all the senses, safe, comfortable and consistent. Designed to empower through self-choice, a demand free activity, interactive vs. passive. Also discussed are facilitators and how MSE affects on brain arousal.

This Sensorium provides suggested readings, PowerPoint presentation, video, and assessment questions Time: 2.5 hrs.

SENSORIUM 4

Module 4 discusses the physical space that makes up the MSE including room design, equipment selections, switches and an interactive approach, more on effect projectors, music and vibroacoustics.

This Sensorium provides suggested readings, PowerPoint presentation, and assessment questions. Time: 2.5 hrs.

SENSORIUM 5

Module 5 discusses introducing the MSE room to an individual, the importance of the facilitator, identifying the needs of the user through observation and assessment.

This Sensorium provides suggested readings, PowerPoint presentation, and assessment questions. Time: 2.5 hrs.

SENSORIUM 6

Module 6 discusses how to work with the MSE equipment to make it most meaningful for the user, how to change brain arousal through the control of the equipment, change in music, and optimization of the use of the effect projector.

This Sensorium provides suggested readings, PowerPoint presentation, and assessment questions. Time: 2.5 hrs.

SENSORIUM 7

Module 7 consists of a hands-on project to reinforce all that has been learned in the previous modules.

This course is application focused and demands that you take responsibility for readings and assigned preparatory activities so that full participation can result, enriching the learning of all and facilitating completion of course assignments. Participation in team meetings outside of class and group discussions and other in-class activities is essential to the course method and to your fulfillment of the outcomes.

The course requires extensive reading, organization, consultation, conceptualization, and data collection and analysis outside of class.