The use of multisensory teaching methods in students with dyslexia: position and viewpoints of kindergarten and primary school teacher in Heraklion prefecture

Abstract

The aim of this study was to investigate the perspectives of typical and special education teachers and kindergarten teachers in the prefecture of Heraklion concerning multisensory education and its implementation in the classroom for students with dyslexia and/or those in typical education. More specifically, based on the international literature, teaching based on the multisensory approach has proven positive results for students with dyslexia. This is because it simultaneously uses more sensory pathways, such as vision, hearing and kinesthetics, connecting different areas of the brain to the object being taught. In this way, potential problems arising from processing information through only one sense, such as hearing or vision, are addressed. This teaching allows the simultaneous participation of multiple senses, such as touch, movement, hearing and sight, in the learning process. Through this approach, children develop different forms of memories, such as tactile, visual, auditory or kinesthetic, enabling each child to tap into their potential for effective learning (Loizou, 2016). However, it is worth noting that, in practice, the predominant mode of instruction in schools still relies primarily on visual or auditory methods (Syahputri, 2019). Hence, the research was designed to explore two main aspects. Firstly, to assess teachers' knowledge regarding multisensory teaching, and secondly, to examine their attitudes and perceptions regarding its effectiveness in Greek schools, particularly within the context of Heraklion Prefecture. Simultaneously, the study aimed to identify potential obstacles and weaknesses in implementing multisensory practices within primary schools in Heraklion prefecture. Additionally, the research delved into teachers' attitudes and perceptions concerning the inclusion of students with dyslexia. Understanding teachers' beliefs is crucial for comprehending their intentions and actions in the classroom. An essential step in bringing about change is identifying teachers' deeply rooted beliefs about the role of technology in teaching and learning (Bice & Tang, 2022). The research focused on the prefecture of Heraklion as it ranks as the fourth most populous prefecture in Greece, housing 302,405 inhabitants according to the 2021 population census. This demographic data underscores the presence of a significant student population, numerous educational institutions, and consequently, a substantial number of teachers. Moreover, Crete's varied geomorphology, particularly within Heraklion, which features both mountainous terrain and fertile plains, has encouraged residents to engage in agricultural pursuits. As a result, teachers employed in the Heraklion prefecture hail from diverse geographical origins across Greece, rather than being predominantly local. The multisensory teaching approach involves an educational methodology where students engage all their sensory faculties—comprising hearing, smell, touch, sight, taste, and feel—in learning environments (Suryaratri et al., 2019). These hands-on strategies emulate the natural learning process observed in infants and toddlers, who, through touch and taste, explore and comprehend the world (Sarudin, et al. 2019). The goal of the multisensory approach in education is to enhance children's learning by employing multiple senses simultaneously. This addresses potential challenges associated with processing information through a single sense, such as hearing or vision, by allowing for the concurrent engagement of various senses, including touch, movement, hearing, and vision, during the learning process. Consequently, this approach enables children to develop diverse forms of memories—tactile, visual, auditory, or kinesthetic—empowering each child to harness their potential for effective learning (Loizou, 2016). A total of 285 teachers took part in the research, with 38 being men and 247 being women. The interviewed teachers exclusively represented the specialization of either typical or special education teachers, including kindergarten teachers. The research findings indicate a general consensus among all teachers and kindergarten teachers that students with disabilities benefit from the multisensory approach to teaching. However, there is a need for further investigation into the multisensory method and effective teaching tools. A significant gap in the existing literature pertains to the effectiveness of multisensory education in relation to the teacher's specialization, the type of school, subjects (specifically in science for typical or special education schools), and the frequency of implementing multisensory teaching. Furthermore, there is an identified gap in understanding the factors influencing the frequency of employing multisensory practices, the barriers to their implementation in kindergarten and elementary schools, and the ideal qualifications of a teacher for effective multisensory instruction.