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Multisensory learning in inclusive classrooms.

Article Excerpt
Abstract

Multisensory teaching, a type of instruction and classroom interaction which actively utilizes all of the senses in learning, is an excellent way to include students with disabilities into the general education classroom. Since the language arts components are by their nature inclusive, the authors suggest ways these multisensory techniques can be used to maximize learning in K- 12 classrooms that include the range of learning styles and ability levels.

Introduction

Students with disabilities are moving into general education classrooms in record numbers. To be effective, teachers must be adequately trained to teach students with disabilities alongside their non-disabled peers. Schools of education, like most institutions, are slow to change their practices, leaving many teachers struggling to find effective teaching methods for the students they now find in their classrooms.

Much research and writing has been done on techniques that work with students with disabilities (Clark, 1995). Few, if any, classroom teachers have the time needed to keep current on the techniques applicable to every disability category to which their students may belong. Most would benefit from exposure to a set of strategies proven effective across disability categories. One such set of strategies is multisensory teaching and learning. This primer on multisensory learning is intended to help currently practicing classroom teachers reach students who may be struggling.

Multisensory Learning

Multisensory learning (MSL) is a natural way to teach students. People of all ages gather information through their senses. MSL theory posits that the more sensory pathways used and the more intensely they are used, the more efficiently and effectively information is retained (Montessori, 1967, Orton, 1937). The research and practice of MSL almost exclusively addresses preschool-age children. This is natural, since as infants and small children, we investigate our environment through our senses. Children learn about toys by putting them in their mouths. They listen intently, rub unfamiliar objects, and stare at new people or places. Early childhood educators have young children finger paint, cut paper, and work with sand, glue and scented clay to engage their senses in the learning process.

Researchers and parents know infants and toddlers are very sensitive to their environments (Kavanaugh, 1991,Montessori, 1967). Extremes of heat and cold can frequently cause crying or listlessness in babies. Infants and toddlers touch everything they can find, and are easily distracted by noise. They are little scientists exploring the world around them, unafraid to make mistakes or appear foolish. Toddlers are not content to look at an object and say they understand it. They are compelled to examine it with all of their senses. This has implications for continued learning. Our senses are the way we gather information. Why, then, must we limit our students to only two senses (vision...

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