Multi-sensory storytelling: a tool for teaching or an intervention technique

David Preece, Yu Zhao

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This article reports on research undertaken to investigate how multisensory storytelling (MSST) was being used within schools for students with profound and multiple learning difficulties and other special educational needs. Semi-structured interviews (n=27) and observations (n=18) were undertaken in five schools in the East Midlands and south-east of England. The study identified that MSST was considered to contribute to the curriculum access, assessment, learning and socialisation of students across a wide range of special educational needs. Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSST would be reflective of real-world practice.
Original languageEnglish
JournalBritish Journal Of Special Education
Volume42
Issue number4
DOIs
Publication statusPublished - 1 Dec 2015

Fingerprint

special educational needs
Socialisation
learning disorder
Teaching
pedagogics
school
student
curriculum
teacher
interview
learning
evidence

Keywords

  • Multi-sensory storytelling
  • PMLD
  • evidence-based practice
  • evidence-informed practice

Cite this

@article{dae367f240dd417fbf1056a3cdda604b,
title = "Multi-sensory storytelling: a tool for teaching or an intervention technique",
abstract = "This article reports on research undertaken to investigate how multisensory storytelling (MSST) was being used within schools for students with profound and multiple learning difficulties and other special educational needs. Semi-structured interviews (n=27) and observations (n=18) were undertaken in five schools in the East Midlands and south-east of England. The study identified that MSST was considered to contribute to the curriculum access, assessment, learning and socialisation of students across a wide range of special educational needs. Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSST would be reflective of real-world practice.",
keywords = "Multi-sensory storytelling, PMLD, evidence-based practice, evidence-informed practice",
author = "David Preece and Yu Zhao",
year = "2015",
month = "12",
day = "1",
doi = "10.1111/1467-8578.12116",
language = "English",
volume = "42",
journal = "British Journal Of Special Education",
issn = "1467-8578",
publisher = "Wiley",
number = "4",

}

Multi-sensory storytelling: a tool for teaching or an intervention technique. / Preece, David; Zhao, Yu.

In: British Journal Of Special Education, Vol. 42, No. 4, 01.12.2015.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Multi-sensory storytelling: a tool for teaching or an intervention technique

AU - Preece, David

AU - Zhao, Yu

PY - 2015/12/1

Y1 - 2015/12/1

N2 - This article reports on research undertaken to investigate how multisensory storytelling (MSST) was being used within schools for students with profound and multiple learning difficulties and other special educational needs. Semi-structured interviews (n=27) and observations (n=18) were undertaken in five schools in the East Midlands and south-east of England. The study identified that MSST was considered to contribute to the curriculum access, assessment, learning and socialisation of students across a wide range of special educational needs. Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSST would be reflective of real-world practice.

AB - This article reports on research undertaken to investigate how multisensory storytelling (MSST) was being used within schools for students with profound and multiple learning difficulties and other special educational needs. Semi-structured interviews (n=27) and observations (n=18) were undertaken in five schools in the East Midlands and south-east of England. The study identified that MSST was considered to contribute to the curriculum access, assessment, learning and socialisation of students across a wide range of special educational needs. Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSST would be reflective of real-world practice.

KW - Multi-sensory storytelling

KW - PMLD

KW - evidence-based practice

KW - evidence-informed practice

U2 - 10.1111/1467-8578.12116

DO - 10.1111/1467-8578.12116

M3 - Article

VL - 42

JO - British Journal Of Special Education

JF - British Journal Of Special Education

SN - 1467-8578

IS - 4

ER -