DOI: 10.18848/2327-0128/cgp/a190 ISSN: 2327-2627

A Sensory-Responsive Instructional Model

Aarthi S., Hema N.
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<p>English language pedagogy for students with learning disabilities (LD) has been an adaptive field that has evolved with contemporary approaches. A significant shift has occurred, transitioning from perceiving dyslexia as a medical condition to understanding it as a LD. Consequently, the curriculum for students with LD in schools has progressed from traditional methods to digital applications. Although there has been a paradigm shift toward technology-based interventions, empirical studies suggest that sensory-responsive interventions are among the most efficacious strategies. This study is grounded in a small-scale (seven students) experimental investigation that observed and analyzed the learning requirements of students with LD, with a pivotal focus on dyslexia and dysgraphia, among other manifested conditions of LD. The study identified the situational needs and challenges they faced in learning English due to their LD. The research aimed to determine the literacy characteristics of the children and to investigate the efficacy of a multi-sensory curriculum, employing various sensory channels in improving the linguistic skills of the students. The study also examined whether augmenting sight words would effectively enhance children’s foundational literacy skills. The findings demonstrated that the multi-sensory approach significantly improved linguistic abilities, primarily, the sub-skills (phonological awareness, orthographic skills) for learning English and foundational linguistic abilities in children with LD.</p>

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