Observations of Children With Disability During Arts-Based Multisensory Story and Rhyme Activities: Is It All Just Chimes and Perfumes?

John O’Rourke,Christine Lovering,Christina Gray,Susan Main

doi:10.1017/jsi.2021.8

John O’Rourke, Christine Lovering + Show 2 more

Open Access

https://doi.org/10.1017/jsi.2021.8

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Abstract

AbstractIt is generally acknowledged that alternative strategies are required to enable children with disability to access storytelling activities. In this study, we sought to analyse the benefits of one such strategy: an arts-based multisensory story and rhyme program delivered to children with Down syndrome and autism spectrum disorder. In order to determine the engagement and impact of the program on the participants, data were collected through a series of multisensory session observations, focus group interviews with parents of participants, and interviews with performing artists delivering the program. The findings of this study revealed multiple benefits of using sensory stimuli to engage children with disability in storytelling processes, including increased engagement, focus, and interaction with other children and family members. The performing artists used their knowledge and skills to create an engaging environment that was responsive to the children’s needs. It was observed that language development could be further enhanced by integrating written text into the performance and increasing the use of nonverbal communication methods. Further, the engagement of siblings without disability in this program suggested that it could be developed to be inclusive of children with and without disability.

Highlights

Community-based storytelling activities are seen as important learning and leisure activities in many cultures (Young, Fenwick, Lambe, & Hogg, 2011)
This article reports findings on an approach to multisensory storytelling (MSST) and rhyme activities that were developed for students with disability in Western Australia (WA) based on current library programs supporting early literacy development
Data from the Individual Child Engagement Record – Revised (ICER-R) indicated that, on average, children were engaged in multisensory story and rhyme experiences for 79.6% of the time, with 54.4% of that time being observed as active engagement and 25.2% being passive engagement

Summary

Introduction

Community-based storytelling activities are seen as important learning and leisure activities in many cultures (Young, Fenwick, Lambe, & Hogg, 2011). Families are able to borrow resource packs from these programs to use at home (State Library of Western Australia, 2020) These programs appear to be a successful conduit for early literacy goals for many young children in WA (Barratt-Pugh & Rohl, 2016), there is no specific encouragement for those with disability to attend. This article reports findings on an approach to MSST and rhyme activities that were developed for students with disability in WA based on current library programs supporting early literacy development This program utilised music, props, and imaginative play to engage children in the storytelling or rhyme activities. In what ways do these multisensory experiences impact on families of children with disability?

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