Benefits of a multisensory approach in English language acquisition with children with Down syndrome

Abstract

The continued use of multisensory methodology in teaching English to children with Down syndrome seeks to have a significant impact by decreasing the challenges teachers face when working with these children. This study will examine the involvement of the senses in improving students’ motivation, comprehension, and linguistic processes to identify the learning needs of these children. Through interviews directed especially to teachers, it was identified that the multisensory methods help students to better understand a new language and better retain the information in their memory, while from the physiological point of view, obtained through a psychologist trained in working with children with Down syndrome, it was possible to identify a significant increase in social welfare, an increase in motivation as children felt in an inclusive environment in the classroom, being more committed or to their learning, there was an improvement in their learning, and there was an improvement in their social skills to build relationship among peers. By adopting this method correctly, students receive a unique learning experience, aligning pedagogical strategies to the strengths in weakness of each student. This research project analyzes the incorporation of multisensory techniques in teaching a new language to children with Down syndrome, showing the perspectives of experienced English teachers in working with these children, providing other educators with specific instruction, and promoting parental involvement in the teaching-learning process for students in and out of the classroom. New studies are proposed to examine the long-term implications and possible use of technology to enhance the multisensory experience. These findings provide useful concepts for adaptive language education, foresting inclusive practices that support language assimilation in diverse learning groups.