THE EFFECTIVENESS OF MULTISENSORY LEARNING METHODS IN IMPROVING THE COGNITIVE ABILITIES OF CHILDREN WITH CEREBRAL PALSY IN INCLUSIVE SCHOOLS

Abstract

This study aimed to determine the effectiveness of multisensory learning methods in improving the cognitive abilities of children with cerebral palsy (CP) in inclusive schools. Children with CP generally experience impairments in the motor and sensory systems, which lead to delayed cognitive development and difficulty in following conventional learning processes. Multisensory learning offers an approach that integrates multiple sensory pathways (visual, auditory, tactile, and kinesthetic), thereby optimizing the learning potential of children with CP through comprehensive stimulation of the brain. The study used a quasi-experimental method with a pretest-posttest design and a descriptive qualitative approach. The participants were five children diagnosed with mild to moderate CP who attended an inclusive elementary school in Pekanbaru City. Data were collected through a cognitive ability test, observation of learning activities, and in-depth interviews with teachers and parents. The results showed a significant improvement in the children’s cognitive abilities after the multisensory learning method was implemented, as indicated by higher posttest scores than pretest scores, as well as improved focus, concept comprehension, and memory during the learning process. Multisensory learning was shown to provide learning experiences that are concrete, enjoyable, and adaptive to the condition of children with CP. In addition, teachers and parents responded positively to the method because they considered it more inclusive, participatory, and suited to the children’s learning needs. This study affirms that the multisensory approach is not merely an alternative method but can serve as a primary pedagogical strategy in teaching children with special needs, particularly children with cerebral palsy. The implications of these findings point to the need for teacher training, the provision of multisensory media, and the development of adaptive curricula in inclusive schools.