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The Snoezelen multisensory method is currently considered an innovative method that aims to encourage people with disabilities to be active based on sensory stimulation through the unique environment which is for this reason created. Snoezelen uses and combines many therapeutic, educational and relaxation activities to enhance the quality of life and purposefully promote human development. The concept was created in the 1970s in the Netherlands and its development can be seen all over the world. The present paper reflects on selected comparative data obtained from students and graduates of three fields of study - special education in the Czech Republic, occupational therapy in Poland and psychology in Catalonia, with the aim of mapping knowledge and opinions on the use of the Snoezelen method. The "Use of the Snoezelen multisensory environment" is included as a regular course in the curriculum of the above-mentioned study programmes in these countries. The research is related to the project Support of Snoezelen and its integration into university education (Erasmus project KA2+), which aims to develop and extend the Snoezelen concept in university education and to create a universally adaptable curriculum. Specifically, it concerns the introduction of innovative approaches and practices in the education of students in the educational, psychological, social and therapeutic fields of the helping professions and the promotion of a systematic improvement of the quality of care for people with disabilities across Europe and their social inclusion into the society. Methodologically we present quantitative and comparative research in which analytical and statistical methods were used. For this purpose, an original questionnaire was developed and distributed through three partner universities: the Silesian University in Opava (CZ), the AWF in Kraków (PL) and the University of Lleida (SP). The data were then compared with the aim to find equal and differently variable values in the students' responses. The paper concerns the respondents´ preferences and opinions on working in Snoezelen multisensory rooms, and the using of Snoezelen by different professionals in different institutions, the preferences of the objectives of working with this concept, its problematic parts and the opinions on its use in terms of specific activities. In the conclusion, the author presents a unique comparative synthesis of the views of students and graduates who have only had limited opportunities to study this method as part of their curriculum. Given the very rapid spread of this method, the research into the views of respondents from three European countries is quite original.