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.
|Number of pages||28|
|Journal||Education 3-13: International Journal of Primary, Elementary and Early Years Education|
|Early online date||19 Aug 2019|
|Publication status||E-pub ahead of print - 19 Aug 2019|
- multisensory; specialist teaching; teachers’ perceptions; dyslexia; impact
BOARDMAN, KAREN. (2019). ‘An exploration of teachers’ perceptions and the value of multisensory teaching and learning: a perspective on the influence of specialist dyslexia training in England’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2019.1653349