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The Impact of Multisensory Learning Approaches on Cognitive and Emotional Development in Children with Intellectual Disabilities

Generoso Romano, Francesca Latino

Abstract

This narrative review explores the impact of multisensory learning approaches on the cognitive and emotional development of children with intellectual disabilities. Multisensory learning, which integrates visual, auditory, tactile, and kinesthetic stimuli, has been widely adopted as a pedagogical strategy to enhance engagement, comprehension, and retention in diverse educational contexts. For children with intellectual disabilities, whose learning processes may be delayed or atypical, such approaches offer promising avenues to support both intellectual growth and emotional well-being. This review synthesizes current literature, examining theoretical foundations, practical applications, and empirical outcomes related to multisensory instructional methods. The discussion emphasizes how multisensory environments facilitate neuroplasticity, stimulate multiple sensory pathways, and foster motivation and self-regulation in learners. Furthermore, it considers challenges and limitations in implementing these strategies within special education settings, highlighting the need for individualized adaptation and teacher training. Ultimately, this review advocates for a holistic educational framework that harnesses multisensory learning to support the complex developmental needs of children with intellectual disabilities, aiming to improve their academic achievement and emotional resilience.

Keywords

Multisensory LearningIntellectual DisabilitiesCognitive Development

References

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