COVER; Sensory Stimulation; Contents; Foreword; Acknowledgements; Introduction; PART ONE THEORY; 1 The Meaning of Sensory Stimulation; 2 Theoretical Framework for Sensory-Focused Activities; 3 Maximising Participation in Sensory-Focused Activities; 4 Assessment and Evaluation; 5 How to Structure Sensory-Focused Activities; PART TWO ACTIVITY IDEAS; 6 Introduction to Part Two; 7 Providing Sensory-Focused Activities and Maximising Participation; 8 The Activities; APPENDICES; 1 Engagement background questionnaire; 2 Sensory assessment; 3 Self-engagement behaviours; 4 Interest chart
5 Engagement checklist6 Likes and dislikes form; 7 Personal communication dictionary form; 8 Sensory assessment summary form; 9 Example of a multisensory room recording form; 10 Useful equipment for sensory activities; 11 Equipment commonly found in multisensory rooms; 12 Companies that supply multisensory equipment; 13 The benefits of and the skills required to run sensory-focused activities; 14 Precautions when using UV light; Glossary
Summary
We learn about the world constantly through our senses and by interacting with it. Children explore and play in different environments and in doing so they find out what burns them or hurts them, what can be eaten, which things smell nice and what different sounds signify. This process of exploration and learning continues throughout our lives. Because of physical, sensory or intellectual disabilities many people have not had the same opportunities to explore and interact with their environment. Sensory stimulation programmes are designed to provide environments in which people with disabiliti
