An exploration of teachers' perceptions and the value of multisensory teaching and learning: a perspective on the influence of Specialist Dyslexia Training in England

This article reports on experienced teacher's perceptions of multisensory teaching and learning and the subsequent impact of undertaking a specialist dyslexia professional development training programme in England. The Post Graduate Certificate SpLD Dyslexia training programme aimed to increase...

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Bibliographic Details
Published in:Education 3-13 2020-10, Vol.48 (7), p.795-806
Main Author: Boardman, Karen
Format: Article
Language:English
Subjects:
Dyslexia
Elementary Secondary Education
Faculty Development
Foreign Countries
impact
Knowledge Level
Learning
Learning Modalities
Multisensory
Multisensory Learning
specialist teaching
Students with Disabilities
Teacher Attitudes
teachers' perceptions
Teaching
Teaching Methods
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Summary:This article reports on experienced teacher's perceptions of multisensory teaching and learning and the subsequent impact of undertaking a specialist dyslexia professional development training programme in England. The Post Graduate Certificate SpLD Dyslexia training programme aimed to increase the participation of learners with dyslexia and subsequently their overall well-being in schools. The experiences and perceptions of 213 teachers working in a variety of primary and secondary settings across England are documented as an empirical study, utilising a survey, semi- structured interviews and focus groups. The findings offer a viewpoint that teaching using a multisensory approach is of immense value for individual learners and whole class teaching. As such this paper highlights implications for practice, such as embedding multisensory training across all teacher training, which is significant for policy and provision nationally and internationally.
ISSN:0300-4279
1475-7575
DOI:10.1080/03004279.2019.1653349