Special Educators’ Perspectives on Multisensory Interventions for Oral Health Education in Visually Impaired Children
H. Esther Nalini, Preetha Elizabeth Chaly, Sharath Asokan, Uma Sudhakar, Renjulal Yesodharan, Mathangi KumarObjective:
The aim is to explore perceived barriers to oral hygiene among children with visual impairment and to understand special educators’ perspectives on multisensory strategies that may help overcome challenges in oral hygiene education.
Methods:
A descriptive qualitative study was conducted using purposive sampling. Semi-structured interviews were carried out with seven special educators from schools for children with visual impairment located in the Kongu region of Tamil Nadu, India. Interviews focused on barriers to oral hygiene practices and experiences with existing educational approaches. Data were analyzed using thematic analysis to identify recurring patterns and meanings related to oral health education in this context.
Results:
Four major themes emerged from the analysis: the critical need for tailored oral hygiene education, the multifaceted challenges faced by children with visual impairment, existing gaps in oral health education practices within special schools, and a strong perceived need for adaptive, multisensory, and game-based teaching strategies. Participants highlighted the importance of approaches that are accessible, economical, and engaging, emphasizing their potential to enhance motivation, independence, and skill development in oral hygiene practices.
Conclusion:
From the perspectives of special educators, multisensory and game-based educational approaches appear promising in addressing barriers to oral hygiene education for children with visual impairment. Incorporating such strategies into oral health programs may support improved engagement and autonomy among this population.