Originally published in TEACH Magazine, September/October 2009 Issue
By Lisa Tran
Envision walking into a room designed by the King or Queen of Imagination and endless possibility. The room is dimly lit and you feel safe and calm. Its white walls bring a sense of peace and tranquility that you have never felt before. Your eyes follow the lights as they dance across the walls to the ceiling where they meet the starry sky while celestial bodies orbit the room. You hear soft, ambient music playing in the background—a harmonious symphony to the ears. Clear glass tubes standing along the room are filled with colourful bubbles slowly rising. As you gently hold strands of fibre optic threads, they light up and change into an array of colours. There are plush, white beanbags on which you sit as all of the magic of the room is reflected in the mirrors around you.
You’re standing in a Snoezelen room (pronounced SNOOZ-eh-len), which comes from two Dutch words: “snuffelen” (to sniff or explore) and “doezelen” (to doze or to relax). The room is a special environment designed for those with profound special needs or sensory challenges. It has the extraordinary power to soothe the overly excited or stimulate the typically unengaged. Participants select and receive sensory input (tactile, visual, and auditory) through the different objects in the room, allowing them to claim their independence and experience the immediate consequences of their actions. The Snoezelen concept was developed in the Netherlands in the 1970s and is becoming increasingly common throughout the world, including many Canadian elementary and secondary schools.
Lisa is the Managing Editor at TEACH Mag. With over a decade of experience in educational content and media development, she’s passionate about social justice, education equity, and empowering learners of all ages. Outside of work, Lisa’s a globe-trotter at heart—she loves getting lost in new cities, sampling street food, chatting with locals, and collecting stories (and souvenirs) along the way.
