Teaching Students with Specific Learning Difficulties Using the Multisensory Approach
Arriaga Ricardez, Fernanda (2024)
Arriaga Ricardez, Fernanda
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2024041819365
https://urn.fi/URN:NBN:fi-fe2024041819365
Tiivistelmä
The main objective of this thesis was to explore and analyse the use of multisensory material to teach students who face specific learning difficulties (SpLDs) in an elementary school in Finland to increase their learning and participation. To deal with this aim, three research questions were posed:
1) Which materials are useful to teach students who face SpLDs in Finland and what are their epistemic advantages?
2) What are the disadvantages of these materials to teach students who SpLDs in Finland?
3) To what extent did teachers think that multisensory materials increased students' learning and participation in class?
The research design was an ethnographic case study, and the case is implementing a new program: the multisensory teaching approach. A multisensory intervention including materials such as read it, build it, write it worksheets, Chinese mats, and CVC spelling board games was presented for the participants. I designed and used these materials and activities during support lessons to help students with SpLDs keep their focus in class and keep them motivated to overcome the barriers to learning and participation they might face. The participants of this dissertation were 12 school-aged students between 7 and 9 years old who participated in the support lessons when the multisensory materials and activities were implemented. During and after the intervention data was collected. During the intervention, data was collected using observation and diary notes from the students. After the intervention, a semi-structured interview was used to collect data from 4 class teachers to study their perspectives on the multisensory approach. All students and teachers studied or worked in the same school. The context of the study was an elementary school in Vaasa, Finland. The materials were analysed using thematic analysis to identify several themes related to the following dimensions: (1) learning impact (2) social impact and (3) disadvantages of the multisensory material used in the study.
The thematic analysis showed that multisensory activities and materials such as read it, build it, write it worksheets, Chinese mats, and CVC spelling board games are useful to teach students with specific learning difficulties. Additionally, the teachers who participated in this study believed that using different multisensory materials and activities in support lessons and mainstream classrooms for first and second-grade students is beneficial for all and helps them develop their self-esteem and motivation during their classes.
Nowadays as teachers, we know that we need to ‘have continuous professional development (CPD) to meet students’ needs. The implications of this thesis can inform future policy and practice in inclusive education in Finland and underline the importance of considering the role of inclusive teaching in the broader context of Finnish education.
1) Which materials are useful to teach students who face SpLDs in Finland and what are their epistemic advantages?
2) What are the disadvantages of these materials to teach students who SpLDs in Finland?
3) To what extent did teachers think that multisensory materials increased students' learning and participation in class?
The research design was an ethnographic case study, and the case is implementing a new program: the multisensory teaching approach. A multisensory intervention including materials such as read it, build it, write it worksheets, Chinese mats, and CVC spelling board games was presented for the participants. I designed and used these materials and activities during support lessons to help students with SpLDs keep their focus in class and keep them motivated to overcome the barriers to learning and participation they might face. The participants of this dissertation were 12 school-aged students between 7 and 9 years old who participated in the support lessons when the multisensory materials and activities were implemented. During and after the intervention data was collected. During the intervention, data was collected using observation and diary notes from the students. After the intervention, a semi-structured interview was used to collect data from 4 class teachers to study their perspectives on the multisensory approach. All students and teachers studied or worked in the same school. The context of the study was an elementary school in Vaasa, Finland. The materials were analysed using thematic analysis to identify several themes related to the following dimensions: (1) learning impact (2) social impact and (3) disadvantages of the multisensory material used in the study.
The thematic analysis showed that multisensory activities and materials such as read it, build it, write it worksheets, Chinese mats, and CVC spelling board games are useful to teach students with specific learning difficulties. Additionally, the teachers who participated in this study believed that using different multisensory materials and activities in support lessons and mainstream classrooms for first and second-grade students is beneficial for all and helps them develop their self-esteem and motivation during their classes.
Nowadays as teachers, we know that we need to ‘have continuous professional development (CPD) to meet students’ needs. The implications of this thesis can inform future policy and practice in inclusive education in Finland and underline the importance of considering the role of inclusive teaching in the broader context of Finnish education.
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