Using multisensory stories in mainstream schools as a tool for inclusion : a case study

Abstract

In recent years, the multisensory storytelling approach was developed to support people with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD), since they struggle to comprehend stories which are narrated in the traditional way. During multisensory storytelling sessions, whilst the storyteller is narrating the story, various objects that complement the story are given to the listener to engage his/her senses. The aim of this study was to adapt this approach of multisensory storytelling and utilise it in a mainstream school to promote inclusion in the class. Thus, a big book was created, and a set of objects to complement the story were prepared. Subsequently, three storytelling sessions were delivered with three different classes – each having twenty-five children – thus, a total of seventy-five pupils were involved. Data was collected through observations carried out by the researcher during the lessons, and interviews with the teachers and LSAs of the participating classes. The findings indicate that multisensory storytelling sessions are of great benefit since the children were fully engaged in the learning process and were able to comprehend the story better. Furthermore, since multiple sensory modalities were utilised simultaneously, this approach targeted different learning styles, ensured participation from all the children – even the ones with special needs – and thus, promoted inclusion in the class. B