Multi Sensory Books

Running head: MULTI SENSORY BOOKS
MULTI SENSORY BOOKS
Name of the Student
Name of the University
Author note

MULTI SENSORY BOOKS1
Chapter 2: Literature review
Pagliano (2017) in his book illustrates that a unitary domain of multisensory
environment does not exist, rather is built by the unique requirements and experiences of the
people who are embedded within the environment. Multisensory learning is differentiated
from the established VAKT learning styles on the basis of preference. While the latter is a
personalised style for people, the former becomes a necessity for someone with special needs
(Rosenberg 2015). Multisensory books have been in existence for quite some time and has
been serving the purpose of aiding the education of visually impaired children. Learning
through multisensory books can also cover multiple aspects and subjects like basic concepts
to language (Birsh 2011). Braille in itself is a form of multisensory learning that has been in
practice for a very long time.
Carney and Levin (2002) indicate that tactile inputs can be beneficial for the
development of language and literacy skills in a visually impaired child. Stratton and Wright
(1991) also indicate that the tactile sensory books can help the students in understanding a
story better. There are multiple other studies that indicate that the identification and
interpretation of tactile inputs can also vary based on the nuances of the tactile textures
(Heller 1989; Lebaz, Jouffrais, & Picard 2012). Heller and Gentaz (2014) alongside Heller,
McCarthy, & Clark (2005) show that for children and adults with visual impairments, 2d
representations can be troublesome to understand. This is what makes it important to
introduce multiple modalities in the form of educational materials that include more 3d
representations in the book, in the form of illustrations that the visually impaired children can
widely use and explore (Bara 2014)