Multi-Sensory Learning Approach

Introduction

Teaching students with disabilities requires educators to design and implement instructional strategies that support their goals of achieving student’s special needs. For example, one of the common problems teachers encounter is how to teach students with disabilities literacy skills. Students achieve academic milestones at different paces. This creates the necessity for teachers to incorporate appropriate and effective strategies in the classroom. Recent developments in the education curriculum showcase that the multi-sensory approach is one of the most effective and appropriate methods of teaching students with disabilities.

The multi-sensory approach involves instruction strategies that engage different consequently (The Gateway School, 2018). Studies show that the use of auditory, visual, and kinesthetic-tactile pathways can enhance the ability to learn and memorize (The Gateway School, 2018). Additionally, this can include touch, taste, hearing, smell, and movement (The Gateway School, 2018). Students with disabilities engage in a lesson based on various avenues that can best motivate their brains and ensure they participate deeply in the education curriculum. Studies show that multi-sensory learning can be advantageous to students with learning incapacities (The Gateway School, 2018). The multi-sensory teaching approach integrates all senses into the learning process to concurrently trigger various parts of the brain. As a result, it will help enhance memory and the learning of written language. Through a multi-sensory approach, learners can discover the learning style that suits them best. Additionally, it provides more ways to learn new information, remember, and recall what they have learned later.

Most conventional curriculums particularly cater to the auditory and visual learner. However, some students cannot learn this way. As a result, they need to learn through tactile strategies. Several studies have found out that learning disabilities have become more common in the field of special education. The neurological problem influences the capability of the brain to receive, process, store and reply to information (Harish, Kumar, & Raja, 2013). Therefore, a learning disability can affect one’s ability to understand, speak, write, and coordinate movements or direct attention. In addition to causing problems concerning the progress of studies, it may also affect one's self-esteem. However, the multi-sensory approach has proved to have various advantages, especially for students with a learning disability.

The main advantage attributed to multi-sensory learning is that it can be beneficial to everyone (Habib, Lardy, & Desiles , 2016). This is because the human body composes different multi-sensory where everyone can learn through the whole body. Additionally, people have different learning styles as composed in the multi-sensory learning approach. Persons with learning disabilities seek to benefit most using the multi-sensory learning approach (Habib, Lardy, & Desiles , 2016). This comprises students with dyslexia. Persons with sensory integration problems can also benefit from the multi-sensory learning approach. Students with such challenges normally have problems perceiving and processing information since it is analyzed in their brains differently. Moreover, young children also benefit from the multi-sensory learning approach (Habib, Lardy, & Desiles , 2016). For example, for a young child to sit still, pay attention, and visual remember, they need to have established their proprioceptive system, which is a sense of the body in space (The Gateway School, 2018).

Research Problem

Indeed, learning difficulty causes a wide gap between the expected performance and the actual performance of students. This is because information retention, retrieval, and integration through various teaching approaches are educational mechanisms used to translate the curriculum into reality. Its significant role is to determine the role of students and instructors in the educational process. It also helps identify the ideal approaches and activities to be instituted. Therefore, developing such approaches by adopting trends based on teaching approaches and diversity, focused students positive and active roles in the education curriculum. Visual perception challenges had attracted significant attention as they are attributed to other problems such as autism.

Additionally, they act as an indicator for students with learning difficulties. This can be identified through observation and tests. Various studies have focused on the role of visual perception in the learning process. Additionally, different studies have focused on effective approaches for improving visual perception, among other learning difficulties. These studies have indicated a significant improvement in the skills of visual perception of students, especially those with learning difficulties. While different studies have focused on the institution of the multi-sensory learning approach, the findings have emphasized the need to evaluate the success of the multi-sensory learning approach.

This paper argues that the connection between contemporary problems in multi-sensory learning approaches and recent scientific proof creates chances for the institution of technology as an education tool. This is because multi-sensory learning technologies have a substantial value to education. Therefore, this study aims to assess the effectiveness of educational programs based on multi-sensory learning technological approaches in the development of visual perception.

Research Questions 

What is the effectiveness of using multi-sensory learning approaches in the education program?

What are the appropriate multi-sensory learning approaches based on technology?

What is the nature and fate of multi-sensory learning approaches during the COVID-19 era?

Literature Review 

Researchers have had the concern of investigating how education can be reinforced using illustrations that involve numerous modalities (Volpe & Gori, 2019). For example, the Montessori education norm institutes artifacts like sandpaper letters to help students trace their fingers and establish physical skills of learning how to write. In their work, Moreno and Myer (1999) explored the idea of how the body moves, with the aim of exploring the cognitive impact of multi-sensory learning materials in a more modal manner.

Indeed, technology was introduced in the education curriculum a long time ago. Therefore, it can be regarded as a medium for communication, expression, inquiry, and construction (Habib, Lardy, & Desiles, 2016). Initial technological measures included technological tools such as projectors, cassettes, and modest calculators (Volpe & Gori, 2019). These technologies were meant to supplement learning and teaching standards (Volpe & Gori, 2019). However, they did not improve the direct relations of students with the technology. Lately, broad palettes of technological devices have been developed. They include the use of computers for tutorial and simulation activities (Volpe & Gori, 2019). They are meant to supplement teaching by delivering teachers' instructions. Smartphones, tablets, laptops, and whiteboards characterize such technologies to relay visual information (Volpe & Gori, 2019). However, they are not meant for embodied interaction. According to Walling (2014), tablets are used as toolboxes for student engagement. He further suggested that using these devices in education is an accepted course for every teenager in the contemporary world (Volpe & Gori, 2019). For example, numerous software and applications in technological devices for learning mathematics (Volpe & Gori, 2019). Fallon evaluated several apps selected focused on different topics such as improving phonetics, spelling and getting new vocabulary (Volpe & Gori, 2019). However, these technological developments mainly depend on seeing digital information compared to interrelating with it (Volpe & Gori, 2019).

Similarly, novel technological innovations have also enhanced the use of different sensory channels such as tactile, visual, and auditory (Volpe & Gori, 2019). These technologies have been described as multi-sensory technology (Volpe & Gori, 2019). Technological innovations have increased the accessibility of cheap devices have enhanced a fast embracement of multi-sensory strategies in various fields such as games, assistive technologies, and entertainment (Volpe & Gori, 2019). However, their institution in the classroom is limited (Volpe & Gori, 2019). In the contemporary world, technologies such as augmented reality has a vital role in various learning backgrounds such as in humanities and science. In their work, Katai and Toth (2010) found out that embodied interactions can support teaching in various fields such as computer programming, music, and dance.

Stakeholders in the education sector regard the institution of technology-driven approaches as a necessity. This is because the pursuit of innovation significantly influences choices (Volpe & Gori, 2019). Efforts to integrate technology in the classroom overlook the pedagogical requirements and paradigms. This is because instructors and students are not engaged in the establishment and designing of innovations (Volpe & Gori, 2019). As a result, these developments fail to follow the ideal evidence-based iterative design strategy. This places the technologies at high risk of being rejected. Groff and Mouza evaluated the challenges attributed to the operative institution of technology in the education curriculum (Volpe & Gori, 2019). Johnson et al. (2016) also evaluated the problems teachers encounter when trying to institute technology in the classroom (Volpe & Gori, 2019)

Scientific Proofs

The mixture and incorporation of various unimodal units are fundamental to enhance our everyday collaboration with the environment (Volpe & Gori, 2019). The sensory combination enhances students and teachers maximize information delivered through various sensory modalities. Additionally, sensory integration enhances reduced alteration in the sensory to raise its consistency (Volpe & Gori, 2019). Sensory amalgamation happens when various environmental elements with a similar entity are projected using various sensory modalities (Volpe & Gori, 2019). Contrarily, sensory amalgamation materializes when similar environmental properties are estimated by numerous sensory modalities (Volpe & Gori, 2019). Most studies indicate that human intelligence can incorporate unisensory indicators in a statistically ideal manner as forecasted by the Bayesian model that evaluates every sense based on its dependability (Clarke & Yuille, 1990). This theory has been used to foresee the multi-sensory amalgamation conduct of adults across various sensory modalities in an ideal manner (Volpe & Gori, 2019).

The manner in which sensory modalities influence child growth has been the theme of numerous studies in developmental psychology. Scientific results showcase that infants can match sensory information and benefit from congruent sensory signals (Volpe & Gori, 2019). Cross-modal facilitation also showcases that where there is one inducement, modality upsurges the reaction to stimuli in other modalities. Recent studies (Morrongiello, Fenwick, & Chance, 1998). Recent studies indicate that sensory modalities cooperate and communicate with each other (Volpe & Gori, 2019). Additionally, the lack of one sensory element influences the growth of the other modalities (Volpe & Gori, 2019). The cross-sensory calibration theory showcases that for children younger than ten years old, numerous robust sensory modality calibrates the others (Volpe & Gori, 2019). This showcases that sensory modalities are more appropriate compared to others in conveying specific information. Gori found out that children use the tactile modality to distinguish the size of objects, while the visual indicator is used to distinguish their orientation (Volpe & Gori, 2019). Therefore, a lack of motor information impairs the visual perception size (Volpe & Gori, 2019). However, scientific evidence showcases that lack of sensory modality does not always enhance the other senses. Instead, in some scenarios, other compromised senses are also influenced by the unavailability of calibration modality (Volpe & Gori, 2019).

Therefore, the available scientific proof must be instituted in teaching and learning practices. This is by mainly instituting multi-sensory learning approaches in the educational curriculum. In particular, the paper recommends that this scientific proof backs an personified and enactive learning strategy using various sensory-motor indicators and feedback in teaching students. For example, sound attributed in combination with body movement can be an alternate approach in teaching visually impaired learners the principle of angles and orientation (Volpe & Gori, 2019). Such a strategy can be more precise because it is founded on the involvement and perceptual reactions to motor acts (Volpe & Gori, 2019). Additionally, the use of movement for learning has been demonstrated to expand and reinforce learning, engagement, and retention (Habib, Lardy, & Desiles, 2016).

It is worth noting that sensory amalgamation and sensory combination are executed differently in how multi-sensory indicators are provided through technology. There is a disparity between teaching an idea based on numerous modality approaches versus instigating those modalities concurrently by providing redundant sensory indicators (Volpe & Gori, 2019). In the technological field, classified multi-modal interactive systems depend on modalities, despite whether they are combined.

Multi-sensory learning approach in the COVID-19 era

The eruption of the COVID-19 pandemic disrupted traditional forms of teaching and learning. Governments instituted social distancing measures characterized by the closure of schools and stay-at-home measures. However, the rapid innovations in ICT have influenced all aspect of human life. This includes the education sector (Maphosa, 2021). For example, digital tools have affected the development and growths of young people. As a result, information communication and technology have influenced the traditional learning approaches, which were teacher-centered in a classroom environment. Indeed, ICT offers a resource-rich environment that fosters involvement and information distribution (Maphosa, 2021). Mobile phones, tablets, and laptops have offered a unique and innovative way to revitalize education across the globe (Maphosa, 2021). The new strategies enhance students' participation in their education curriculum by offering flexibility and freeing them from time and location limits. Indeed, technological devices have provided students and teachers with characteristics such as real-time access to data and information, communication, response, and information awareness (Maphosa, 2021). As a result, it has sustained self-directed learning (Maphosa, 2021).

In the advanced countries, students access resourceful digital tools while at home to learn how various problems are solved, engage, and create content, among other educational activities (Maphosa, 2021). Indeed, the increase in the use of ICT in the education sector has enhanced students’ satisfaction. As a result, education curriculums worldwide need to embrace emerging technological innovations that support remote learning. The sum of online enrolment has increased drastically (Maphosa, 2021). This showcases the potential of online learning as an alternative to the traditional teaching and learning approaches. The COVID-19 pandemic has proved that teaching and learning are not limited to a classroom environment. This creates the necessity for global education to institute the new norm. Institutions that had integrated their systems using technological innovations easily switched to the remote-based approaches.

Indeed, the outbreak of the pandemic is attributed to devastating effects on human life. Covid-19 pandemic mainly spreads through close contact with the contaminated surfaces of infected persons (Maphosa, 2021). This informs why governments are restricted to face-to-face teaching and learning. As a result, most educational systems embraced remote-based educational practices. Approximately half a billion students’ missed classes due to the measures instituted (Maphosa, 2021). For example, the closure affected approximately 5 million learners in Zimbabwe (Maphosa, 2021). However, to ensure education continuity, various education institutions embraced alternative forms of education delivery through online based radio broadcasts. The government also approved radio broadcast as the main apparatus to ensure education continuity during the COVID-19 era (Maphosa, 2021). Face-to-face teaching and learning were going to delay attributed to fears that the social distancing measures would not be adhered to. Since no cure for the virus has been invented, remote-based learning and teaching serve as an ideal approach to supplement conventional teaching and learning approaches.

Prior to the COVID-19 pandemic outbreak, Zimbabwe's government had established a competency-based curriculum that focused on specialization (Maphosa, 2021). Its introduction was motivated by the realizations that students needed to acquire contemporary and future skills that would make them competitive. Therefore, the lack of such skills would prevent students from partaking in the global social-economic development (Maphosa, 2021). Smartphone acquisition among other technological devices in the country has increased drastically. Therefore, this supported the course of instituting remote-based learning across the country. Additionally, the country has invested heavily in big data and cloud-based technologies to support the required educational course (Maphosa, 2021). As a result, most developing countries have embraced the significant role of integrating technology in the educational sector. We can assert that radio is a influential apparatus of the mass communication that can be used to transmit educational content in a simple and cheap manner. It can also be used to convey educational content to the deprived and remote populations. Additionally, it can increase access to educational content to remote students bridging the gap with their urban colleagues.

Indeed, various studies have concluded that ICT plays a significant role in enhancing students' acquire the contemporary and future skills. This is because digital media enhances the development of modest educational websites to educational surroundings reinforced by virtual environments and animations (Maphosa, 2021). This has fostered students’ engagement stimulating cognitive processes and critical thinking. The association between students and teachers has been essential to the instruction process. Independent institutions have always emphasized the need to strengthen the bond. This is by implementing small class sizes and personalizing education to enhance learners' growth. We can assert that the COVID-19 pandemic has transformed the education sector because of the infection risks. Therefore, the predominant learning platforms have been evolving across the globe.

Conclusion

In summation, a dedication to the personalization of instructions has proved helpful, especially to students with a learning disability. This is mainly by embracing assistive technologies that enhance student participation. This has also proved to curb various challenges such as the COVID-19 pandemic, as students can comfortably learn at home at their convenience. The cases study used proves that the accessibility and sustainability of technology equipment is fundamental in enhancing the success of remote-based learning. However, the increased access to technological devices such as laptops, tablets, and smartphones has enhanced the easy institution of remote-based education. Additionally, people have increasingly embraced the potential of technology in enhancing competency-based education in line with the required future skills to ensure the students are competent in the workplace market. While the evolution of technological innovation is impressive, recent innovations have moved towards data-driven decision-making. Therefore, as education institutions scramble to utilize fast-evolving technology, it is essential for schools and innovators to collectively evaluate both quantitative and qualitative data to inform decisions best instituted.

Recommendations 

The paper recommends the need for governments, among other partners in the education sector, to invest in information communication and technology to support remote-based education. However, the training of educators concerning the use of digital technologies will significantly help ensure that education continues amid a disaster that might disrupt conventional learning approaches. This can be achieved through partnerships with technology and internet providers to offer cheaper services. The review on the use of multi-sensory learning approaches based on technology showcases that it is not only helpful to students with learning disabilities but to everyone, including teachers. Therefore, the multi-sensory learning approach can be described as a superior learning technique that can foster education advancement if instated appropriately.

References

Clarke, J. J., & Yuille, A. L. (1990). Data fusion for sensory information processing. Kluwer Academic , 978-981.

Habib, M., Lardy, C., & Desiles , T. (2016). Music and dyslexia: a new musical training method to improve reading and related disorders. Frontiers in psychology , 26.

Harish, H. G., Kumar, R. K., & Raja, B. (2013). Bringing ICT to Teach Science Education for Students with Learning Difficulties. Journal on School Educational Technology, 8 (4), 1-5.

Maphosa, V. (2021). Teachers’ Perspectives on Remote-based Teaching and Learning in the COVID-19 Era: Rethinking Technology Availability and Suitability in Zimbabwe. European Journal of Interactive Multimedia and Education, 2 (1), 5-21.

Morrongiello, B. A., Fenwick, K. D., & Chance , G. (1998). Crossmodal learning in newborn infants: Inferences about properties of auditory-visual events. Infant Behavior and Development , 543-553.

The Gateway School. (2018, March 28). Benefits of the Multisensory Approach in the Classroom . Retrieved May 28, 2021, from The Gateway School Articles: https://thegatewayschool.com/multisensory-approach-special-education/#:~:text=A%20multisensory%20learning%20approach%20is,memory%20and%20abil

Volpe, G., & Gori, M. (2019). Multi-sensory interactive technologies for primary education: From science to technology. Frontiers in psychology, 10 , 1076.