In what ways can multi sensory approaches to literacy have practical and meaningful
impact for learners with complex ASD?
Dawn Kean, West Mains School
What did you plan to do and why?
My original question was 'In what way can multisensory approaches have practical
impact for learners with complex ASD?
Who? - Room 4 pupils
Where? - Room 4 class
What? - Multisensory approaches (Core first words, Communicate to create, use of
Heart words programme). As Heart words and Communicate to Create were already
established in my class I chose to then focus on Core First words as this was a new
initiative I piloted this year.
When? - Throughout general class teaching
Why? - To support communication by introducing functional language in a multisensory
way.
This was an important area of enquiry for me as I had identified a need within my class
and wider school setting for functional language to be prioritised over traditional
common word programmes so that the focus on literacy for complex ASD learners
would be to support their communication. The initiatives I considered and the one I
settled on put communication and use of functional language at the forefront of the
classes literacy programme.
In terms of the bigger picture of policy at school and national level, this enquiry is very much in
line with many of these. The introduction of the Core First Words programme sits well within
my school's total communication and literacy policies and will be a useful addition to the
schools literacy programmes after the pilot as the evidence so far is positive. The use of this
programme with its adaptations (as well as other multi sensory approaches researched in the
process of this enquiry) also fits well within SHANARRI indicators and GIRFEC policies,
encouraging inclusion, achievement and meeting individuals needs.
What has happened in your enquiry?
To what Extent have I answered my enquiry question?
I feel that for the purposes of this enquiry project, I have definitely investigated how one
specific multisensory approach (the core first words programme) has had a practical
impact for learners with complex ASD. The question was 'in what ways' and although I
have only focussed on the one approach for the purposes of the enquiry I am using
other approaches within the day to day running of my classroom which also
support/answer my question. I feel this enquiry could definitely be extended to
investigate these approaches more closely.
What were the 'ups' of my enquiry?
The main positive that I will take away from this process is taking time to focus
specifically on something that has had a practical impact on my pupils. In the busy day
to day life of a class teacher it doesn't always seem easy to take time out to really
focus on something that you know will positively impact your class - there's always
forward plan, review reports, school development work to do. So to make time to really
investigate something that you are passionate about has been inspiring and motivating.
What were the 'downs' of my enquiry?
Due to a family bereavement I had some time off work in October and November and
whilst this was necessary for my own health and wellbeing it broke the momentum of
my project slightly. Picking it back up when I returned, it was tricky to get back into the
swing of things but we got there!
What are the implications and next steps?
What have I learned about my learners throughout this process?
I have learned that even within my group of 7 learners I have a broad range of learning
styles. Some are more visual, some more auditory and some really required and
benefitted from the kinaesthetic aspect of the approach I chose. It further proved to me
that a multi sensory approach is a necessity for learners with such a broad range of
learning styles.
Did anything take me by surprise?
In a way I feel I surprised myself. I first investigated the Boardmaker Core First Words
programme as something I would follow exactly as it was but in realising the
adaptations I would need to make I showed myself that I actually understood my
learners needs more deeply than I previously thought. I initially thought I would need
the programme to lead me but I ended up having the confidence in my own knowledge
and expertise to make it my own.
In terms of the bigger picture of policy and Scottish Education, my enquiry lends itself
strongly to my schools Total Communication policy as well as the national GIRFEC
policies and shanarri indicators.
What impact has this has this had on your own
professional identity?
To what extent have you as a teacher progressed an developed?
I would say that this enquiry has further developed my research and enquiry skills and has
encouraged me to analyse and evaluate my practice, making changes to 'tweak' my
approach based on my findings. The subject of the enquiry has enhanced my knowledge
and understanding of functional language and the importance of teaching it explicitly in an
ASN classroom.
How has your understanding of 'teacher leadership' changed?
I feel teacher leadership is not necessarily being in charge or control of people or aspects of
the curriculum, but rather something that any teaching professional can undertake to further
their own understanding of something. That then gives that professional the chance to 'lead'
that approach or initiative within their school setting, sharing knowledge and being a support
for others.
Have you achieved what you set out to achieve?
Yes I believe I have - I intended to research and pilot an approach/system that would 1. be
multisensory and 2. would have a practical impact on learning for complex ASD learners. I
now have a multisensory system in place which is making a clear impact on pupils
functional language.
What will this mean for your practice in the future?
This approach is embedded in my classroom practice and moving forward I would like to
introduce it to the rest of the school for use with identified learners who would benefit. I have
also began making links with the Colourful Semantics system currently used in our school to
provide a consistent approach.
References
1.Sally Clendon, Jessica Paynter, Sue Walker, Rachel Bowen
and Marleen F Westerfeld (2021)Emergent Literacy
Assessment in children with ASD who have limited verbal
communication skills: A tutorial.
2. Dianne McDonald, Gigi Luk, Eve-Marie Quintin (2021) Early
word reading of Pre-schoolers with ASD, both with and without
hyperlexia, compared to typically developing pre-schoolers.
Contact Details
Dawn Kean
gw17keandawn@glow.sch.uk
https://blogs.glowscotland.org.uk/glowblogs/
dawn8983/