Interdisciplinary Staff Perceptions and Utilization of a Snoezelen Multisensory Environment in a Special Education Setting: A Cross-Sectional Study

Abstract

Background:

Multisensory environments such as Snoezelen Complex Centers are designed to provide controlled sensory input and are widely used to support individuals with developmental needs. Their effectiveness may depend on interdisciplinary implementation and staff perceptions. In the educational settings, consideration must be taken to not only provide access to the Multisensory environments but also provide supports to fully take advantage of the capabilities that Multisensory environments offer to special students.

Objectives: To evaluate the educational staff’s perceptions, utilization, and barriers to use of the Multisensory environment, Snoezelen Complex center.

Methods: Sixty-seven interdisciplinary staff in a special education setting with an established Snoezelen Complex center completed a 20-item Likert-scale questionnaire to assess perceptions, utilization, and barriers.

Key Results:  Overall, staff reported favorable experiences with the Snoezelen Complex, with mean ratings across items generally in the agree-to-strongly-agree range. Differences in perceived experience were observed across roles, with classroom-based and direct-care staff (e.g., paraprofessionals, teachers) reporting higher ratings compared with some other roles. The main barriers to Snoezelen utilization reported was infrastructure to maintain the equipment.

Conclusion: Multisensory environments, such as Snoezelen Complex centers are positively received by educational professionals. The center supports special education students in their sensory regulation and teachers in supporting their students. However, infrastructure is needed within educational settings to support the maintenance and use of the Snoezelen Complex center.