Systematic Literature Review: Sensory Teaching to Students with Special Needs

Abstract

Sensory-based learning represents a vital pedagogical approach in special education, aimed at enriching the learning experiences of students with special needs, particularly those experiencing sensory, developmental or learning disorders. This systematic review explores contemporary literature to identify the key challenges, the role of technology, and innovative strategies in sensory instruction. The analysis reveals several prominent challenges, including the lack of appropriate sensory materials, non-inclusive classroom design, limited teacher expertise, and insufficient technological support. The study highlights that new technologies like augmented reality (AR) and sonification narratives can help make learning more engaging and inclusive, although challenges to implementation remain. Innovative classroom concepts such as multisensory rooms have been shown to enhance students' focus, attention, and social interaction. In the context of multisensory instruction, collaborative approaches involving educators, researchers, and stakeholders are identified as crucial for the successful execution of inclusive educational strategies. Overall, this systematic literature review underscores the significant potential of sensory instruction within special education and emphasises the need for continuous innovation, adequate resource allocation, and comprehensive teacher training to address existing obstacles. The findings offer practical insights and recommendations for building a more inclusive and responsive special education system that better meets the diverse needs of students with disabilities.