Multisensory Activity Research Articles

Group Collaboration and Inclusive Education: A Symmetrical Inclusion Perspective

RESEARCH OBJECTIVE: This study aims to examine and describe practical activities developed through participant observation of both able-bodied and disabled youth involved in collaborative educational projects. THE RESEARCH PROBLEM AND METHODS: The research problem is articulated as follows: What elements of youth collaboration should be integrated into educational activities? Specifically, the study explores who constitutes the group, the objectives of the meetings, the substantive content of the activities, the locations where these activities occur, and the methods employed. These activities stem from an ongoing partnership between Special Education School Complex No. 3 in Krakow and the Institute of Geography and Spatial Management at Jagiellonian University, which has been in place since 2016. Methods used in the study include participant observation, surveys, interviews, and reflective analysis. THE PROCESS OF ARGUMENTATION: The study outlines its objectives and proposes practical solutions through a structured argument. It begins with an introduction to the issue, followed by a description of collaboration and inclusive education, a detailed explanation of symmetrical inclusion, and an examination of practical applications such as creating inclusive urban spaces, organizing forest expeditions, and designing geographical pop-up books. The study also provides guidelines for effective collaboration based on these experiences. RESEARCH RESULTS: The research presents examples of practical activities and collaborative efforts within the framework of symmetrical inclusion, involving both university students and intellectually disabled youth. These activities offer valuable insights and can serve as models for use in various educational contexts. CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Leveraging diverse learning styles and individual differences within youth groups not only enriches the educational experience but also supports the development of essential social and emotional competencies. The study highlights the importance of focusing on clear objectives and hands-on, multisensory activities to nurture partnerships, stimulate creativity, and seek solutions in relationship-building.

2022 개정 음악과 교육과정의 한배 관련 국악 요소 학습 방안

The purpose of this paper is to present a plan to learn elements related to Hanbae among the music elements of the 2022 revised music curriculum. To this end, first, the music elements of the content system and achievement standards of the 2022 revised curriculum were examined, and the Korean traditional music elements related to Hanbae among the music elements were reviewed with prior research and literature. Second, the implementation patterns of Hanbae-related activities were analyzed in the 2015 revised music textbook and the 2022 revised 3rd-4th grade exhibition music textbook. Third, a teaching and learning plan for learning Korean traditional music elements related to Hanbae was presented. As a learning method presented in this study, it is expected that the concept of Hanbae, which students vaguely understood, can be comprehensively understood as multi-sensory activities of hearing, vision, touch, and motor sensations. In addition, it will be possible to internalize the Korean traditional music by understanding that the elements related to Hanbae, such as Hanbae's change, Ginzajin format, and Hanbae's format, are linked to each other through various activity experiences, and by discovering the characteristics of Korean traditional music elements on their own. Furthermore, it is expected that the development of a plan to educate Korean traditional music elements such as Hanbae, Hanbae's change, Ginzajin format, and Hanbae's format, which are organically connected, is not independently learned, but rather complexly.

Designing an Effective Animal-Themed Review Lesson for Young Learners in EFL Classroom

This paper provides a detailed rationale for an animal-themed review lesson plan designed for preschoolers aged 3-5 years in a central Chinese city. The lesson integrates vocabulary related to animals and colors, employing Total Physical Response (TPR) and interactive multimedia resources to meet the developmental needs of young learners. The rationale emphasizes the significance of engaging multisensory activities in enhancing language retention and encouraging active participation in early childhood education. By incorporating digital courseware, the lesson plan aims to create a dynamic and immersive learning environment that supports vocabulary acquisition and motor skill development. This study highlights the importance of tailoring educational strategies to align with the cognitive and emotional stages of preschool-aged children, ensuring an effective and structured approach to language learning.

Multi-Sensory Activity in Early Childhood Education: The Barriers to Implementation of Activities by Teachers

The purpose of this study was to survey the barriers to implementation of multi-sensory activities by teachers. Perception among early childhood education teachers is seen based on teachers’ responds toward the barriers in implementing multi-sensory activities in their teaching and learning process. This study is a survey study using a questionnaire and the questions were evaluated based on frequency, percentage, one-way Anova and T-Test. The respondents involved in this study are teachers of early childhood education in Muallim District, Perak. The total number of respondents involved is 30 teachers. The findings of the study found that the greatest barrier for teacher in the implementation of multi-sensory activities in early childhood education is lack of equipment while the least barrier faced by teacher is in term of parent opposition. Other than that, even there are not significant, but by mean score, a teacher with Bachelor Degree and Master Degree more likely facing a barriers to implementation of Multi-sensory activities. The findings also found that teachers who did not attend any courses related to multi-sensory activities faced more barrier with (M=20.85) compared to teachers who have attended related courses with (M=18.90).

INFLUENCE OF DIRECT INSTRUCTION SPOKEN ENGLISH (DISE) PROGRAMMES ON LEARNING ENGLISH AS A SECOND LANGUAGE IN DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT

The purpose of this study was to investigate the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The study adopted a descriptive survey design. The target population for this study consisted of students, teachers, head teachers, and the Director of Studies (DOS) in Bugesera district, which amounted to a total of 253 participants. The sample size was 145 people, including 26 English teachers, 108 students, 7 Directors of Studies (DOS), and 4 head teachers. Results on first objective indicated that 80.8% strongly agreed that providing progress-monitoring English assessment is among the direct instructions for speaking English programmes. 92.3% strongly agreed that providing progress-monitoring English assessments, 61.5% strongly agreed that taking advantage of students native-language literacy skills, and 69.2% strongly agreed that teaching academic and English,80.8% strongly agreed that engaging students with fast-paced, multi-sensory activities are among the direct instructions for speaking English. Results on second objective indicated that 76.9% strongly agreed that creating an English, 69.0% strongly agreed that the degree of learning English as a second language is indicated by English-language teaching guidelines, 61.5% strongly agreed that the level of studying English as a second language is shown by practicing speaking English with other students, and 73.1% strongly agreed that responding to questions in English demonstrates proficiency in English as a second language. These findings suggest Finally, the third objective and research question are the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The correlation matrix between independent variables (engaging students with fast-paced, multi-sensory activities, providing progress-monitoring English assessment, teaching academic and English vocabulary, etc.) and dependent variables (improved English speaking, improved English reading skills, and improved English writing skills) shows positive significance since the p-value was less than 0.05. These programmes, which focus on explicit teaching of language skills like grammar, vocabulary, and pronunciation, lead to significant improvements in oral proficiency. The structured nature of these programmes, along with interactive activities, reinforces learning and builds confidence in using the language. Therefore, there is a need to investigate the long-term effects of direct instruction in spoken English programmes on the language proficiency and academic performance of students.

Seeing and Sensing

In this article traditional paradigms of photographic seeing undergo scrutiny through the perspective of non-human sensory processes, notably echolocation, fostering a diverse, interspecies interpretation of vision. This inquiry unsettles the anthropocentric norms prevailing in photographic scholarship and technological innovation. Redefining “seeing” as a layered, multisensory activity extending past human limitations propels a revision of photography’s foundational assumptions, undermining the conventional dependency on light and human vision for defining the essence of photography. Incorporating non-human perspectives, like the echolocative engagements of bats and dolphins, introduces “active sensing” – an interactive engagement between emitter and receiver, shifting away from the static, observer-centric photography paradigm. This conceptual transition advocates for an engaged, participatory framework in image creation, challenging established passive viewing models. The article particularly emphasizes the implications of these insights for autonomous transportation, like vehicle to vehicle (V2V) communication systems, which arguably mirror biological active sensing methods. This confluence of biological senses and technological advancements not only enhances our understanding of autonomous systems but also invites a dialogue with speculative narratives from science fiction, where the fusion of organic and engineered forms of sensing often prefigures the future trajectories of technological evolution and societal adaptation.

Ten Quick and Easy Ways to Enhance Early Literacy Instruction: Tips from a School Occupational Therapist

Occupational therapists (OTs) can be valuable team members because of their expertise in activity and environmental analysis and, in particular, their skills in facilitating access to curricular and extracurricular activities for students with unique learning needs (AOTA, 2017). School OTs can assist with creating multi-sensory activities and providing suggestions for environmental modifications to increase children’s engagement in learning activities to support literacy learning. Research shows that when children use multiple senses to learn new skills, they are not only able to remember the new skills more quickly, but they are also able to attend to activities longer (Golden & McCraken, 2016). The more parts of the brain involved in tasks, the greater the likelihood of learning; thus, multisensory learning through participation in meaningful, fun literacy activities can increase learning!

Daring to taste: The organisation of children's tasting practices during preschool lunches

Tasting food is the first step toward diversifying eating habits, and studies with children have typically focused on their sensory education and willingness to try new foods. While very little is known about how children taste foods during everyday mealtimes, EMCA (ethnomethodological and conversation analytic) research on adult tasting in naturalistic settings has demonstrated regular organisational patterns. This paper brings these two research areas together, using the insights of EMCA research on adult tasting to inform our understanding of how young children taste food during preschool lunches. Data are taken from a large corpus of video-recorded lunches in Sweden, in which children (3- to 6-year-olds) were eating with staff members. Discursive Psychology and multimodal Conversation Analysis were used to analyse the data. The analysis demonstrates how the sequential organisation of child tasting is similar to adult tasting, and how tasting practices are a collaborative, multisensory activity involving various embodied practices: from the orientation to food as 'to be tasted', the withdrawal of mutual gaze and exaggerated mouth movements, to the re-establishment of gaze accompanying the food assessment. In contrast to adult tasting, however, tasting during preschool lunches is often framed in terms of personal development of the child and of the individualising of taste within the framework of the institution. The findings thus provide further support for EMCA research on sensory practices and contribute to psychological research on children's eating by evidencing the importance of the interactional and institutional context on tasting as a sensory practice.

The effects of kinesiophobia, fatigue, and quality of life on physical activity in patients with stroke

ABSTRACT Background Physical activity decreases after stroke due to various factors and the causes and effects of these factors remain unclear. Objectives This study aimed todetermine the effects of kinesiophobia, fatigue, and quality of life on physical activity in patients with stroke. Methods The study included 32 patients (13 females/19 males), all evaluated using the Stroke Rehabilitation Assessment of Movement, Barthel Index, Tampa Kinesiophobia Scale-fatigue, Fatigue Impact Scale and Stroke-Specific Quality of Life Scale. The SenseWear multisensory activity monitor was worn on the arm of the patients for 1 week to evaluate active energy expenditure, step count, and rest periods in relation to physical activity. Multiple linear regression analysis was used to examine the effects of the independent variables kinesiophobia, fatigue, and quality of life on the dependent variables of active energy expenditure, step count, and rest periods. Results The mean age of the patients was 52.31 ± 14.76 years. According to the multiple regression analysis results, kinesiophobia (p = 0.011) and quality of life (p = 0.009) are significant determinants of active energy expenditure and quality of life (p = 0.001) is a significant determinant of the step count in patients with stroke. Kinesiophobia, fatigue, and quality of life were not determinants of rest periods (p > 0.05). Conclusions The study results showed that kinesiophobia and quality of life are important determinants of physical activity in patients with stroke. Combined evaluation in the clinic of motor findings and non-motor factors, which are often ignored, and the application of target-oriented approaches to these problems will make a significant contribution to the success of stroke rehabilitation.

Video research in language classrooms: activities and target language use in early language learning

ABSTRACT A compulsory foreign language in Finland starts now in Grade 1 instead of Grade 3. The change has forced teachers to adopt new teaching methods. As young learners are not yet literate, teaching should focus on oral skills and awareness of diversity. Video data from 19 early foreign language lessons of five English, German, or French teachers in Grades 1 and 2 were analyzed to investigate what methods and activities were employed and how the target language was used. The teachers used various engaging, multisensory activities that were mostly teacher-led and done together with the whole class. Two teachers used plenty of target language while three used mostly Finnish. Besides singing, pupils generally produced single target language words while prefabricated longer expressions were rarer. It is important for teachers to consider activities from the perspective of language use so that pupils’ exposure to and practice of the target language are maximized.

DEVELOPING A CONCEPTUAL MODEL TO ASSESS ACTIVE ENGAGEMENT WITHIN A DEMENTIA CAREGIVER INTERVENTION

Abstract Active engagement is identified as an effective component of psychoeducational interventions for caregivers of persons living with dementia. There are many approaches to active engagement; however, limited assessment of this component within interventions reduces optimization and standardization. To fill this gap and increase transparency, we aimed to strengthen active engagement by developing Enhancing Active Caregiver Training (EnACT), an arts-based intervention designed to help caregivers address the behavioral symptoms of dementia. The intervention uses multi-sensory activities, including interacting with caregiver-informed vignettes, to foster engagement and process caregiving experiences. We partnered with caregivers of persons living with dementia (n=9) to iteratively refine EnACT through six focus groups. The purpose of this presentation is to report the process we took to identify how intervention participants actively engaged with EnACT. Focus group data were analyzed using process coding to identify the patterns of participant engagement with 17 intervention activities. The process codes were mapped to create a diagram of participant engagement for each activity. These diagrams were used to develop the EnACT Cycle of Engagement, a conceptual model illustrating how participants engaged with the intervention. The three-step model illustrates that: 1) antecedents (personal and intervention) contribute to 2) interaction with EnACT through participation, contribution, and application, which leads to 3) EnACT’s hypothesized proximal outcomes (capacity to adapt and appraisal of caregiving demands) and distal outcomes (perceived stress and caregiver well-being). The EnACT engagement model will be tested in the forthcoming randomized control trial assessing feasibility and acceptability.

The Effect of Learning Environments Enriched with Multisensory Reading Activities on Reading Comprehension, Reading Comprehension Strategies and Reading Motivation

The aim of the study is to determine the effect of learning environments enriched with multi-sensory reading activities on reading comprehension skills. Within the framework of this general objective, it was also aimed to investigate the effect of learning environments enriched with multi-sensory reading activities on reading comprehension strategies and reading motivation. For these purposes, a quasi-experimental model with a pre-and post-test control group was used in the research model. In the 2020-2021 academic year, the existing Turkish curriculum was used in the control group while the Turkish courses of a private primary school were conducted with the Turkish curriculum enriched with multi-sensory activities prepared by the researcher in the experimental group. The research lasted for 6 weeks. Considering the results obtained from the research, the following results were reached. “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Comprehension Skills.” “In the development of Reading Comprehension Strategies, the Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum.” and “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Motivation.”

Contributing factors to postural stability in Prader-Willi syndrome

Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder affecting multiple functional parameters. This study examined postural stability and associated gait and neuromuscular factors in young adults with PWS. Participants included 10 adults with PWS [7M/3F; Body Fat % 40.61±7.79]; ten normal weight (NW) adults [7M/3F; Body Fat % 23.42±7.0]; ten obese (OB) adults [7M/3F; Body Fat % 42.40±5.62]. Participants completed the Sensory Organization Test (SOT)®. Condition (C) specific and a composite equilibrium score (CES) were calculated (maximum=100). Quadriceps strength was assessed using an isokinetic dynamometer. Three-dimensional gait analyses were completed along a 10m walkway using a motion capture system and two force plates. A gait stability ratio (GSR) was computed from gait speed and step length (steps/m). The PWS group had lower scores for C1, C3, C4 and CES compared to the NW (p<.039 for all) and lower scores for C4 and CES than the OB (p<.019 for both) groups, respectively. In C5 (eyes closed, sway-referenced support) and C6 (sway-referenced vision and support), 33.3% of participants with PWS fell during the first trial in both conditions (X2 [2] 7.436, p=.024) and (X2 [2] 7.436, p=.024) but no participant in the other groups fell. Those with PWS showed higher GSR than participants with NW (p=.005) and those with obesity (p=.045). Individuals with PWS had more difficulty maintaining standing balance when relying on information from the somatosensory (C3), visual-vestibular (C4) and vestibular systems (C5, C6). A more stable walk was related to shorter steps, slower velocity and reduced peak quadriceps torque. Participation in multisensory activities that require appropriate prioritization of sensory system(s) input for controlling balance in altered sensory environments should be routinely included. In addition, exercises targeting muscular force and power should be included as part of exercise programming in PWS.

Feasibility and Acceptability of Using FirstPlay® to Enhance Mother-Child Interaction: A pilot study of mothers' perspectives.

Although there is evidence that human touch facilitates mother-child bonding, mothers' understanding of how to connect with and develop the emotional regulation of their babies remains unclear. This study used a Storytelling Massage program to investigate mothers' experience of practicing reciprocal interactions with their children. Specifically, it explored the efficacy of multi-sensory activities for building healthy parent-child bonds. Participants included 12 mothers with children between 8 and 23 months. These mothers participated in a 6-session program on FirstPlay Infant Storytelling-Massage Intervention (FirstPlay Therapy) and attended an individual semi-structured interview after the program. Data were analyzed using a phenomenological approach. The FirstPlay program positively affected the participants' self-efficacy in parent-child bonding and parenting beliefs. Five themes were identified: "bonding with the child-connect and engage," "attending to the child's uniqueness and needs," "developing a structure and a daily routine," "feeling calm and relaxed as a person," and "gaining confidence as a mom." The results of this study further support the need for low-cost, high-impact programs that enhance parent-child interactions. Limitations of this study are discussed. Future research and practical implications are also suggested.

The development of cortical processing of speech differs between children with cochlear implants and normal hearing and changes with parental singing.

The aim of the present study was to investigate speech processing development in children with normal hearing (NH) and cochlear implants (CI) groups using a multifeature event-related potential (ERP) paradigm. Singing is associated to enhanced attention and speech perception. Therefore, its connection to ERPs was investigated in the CI group. The paradigm included five change types in a pseudoword: two easy- (duration, gap) and three difficult-to-detect (vowel, pitch, intensity) with CIs. The positive mismatch responses (pMMR), mismatch negativity (MMN), P3a and late differentiating negativity (LDN) responses of preschoolers (below 6 years 9 months) and schoolchildren (above 6 years 9 months) with NH or CIs at two time points (T1, T2) were investigated with Linear Mixed Modeling (LMM). For the CI group, the association of singing at home and ERP development was modeled with LMM. Overall, responses elicited by the easy- and difficult to detect changes differed between the CI and NH groups. Compared to the NH group, the CI group had smaller MMNs to vowel duration changes and gaps, larger P3a responses to gaps, and larger pMMRs and smaller LDNs to vowel identity changes. Preschoolers had smaller P3a responses and larger LDNs to gaps, and larger pMMRs to vowel identity changes than schoolchildren. In addition, the pMMRs to gaps increased from T1 to T2 in preschoolers. More parental singing in the CI group was associated with increasing pMMR and less parental singing with decreasing P3a amplitudes from T1 to T2. The multifeature paradigm is suitable for assessing cortical speech processing development in children. In children with CIs, cortical discrimination is often reflected in pMMR and P3a responses, and in MMN and LDN responses in children with NH. Moreover, the cortical speech discrimination of children with CIs develops late, and over time and age, their speech sound change processing changes as does the processing of children with NH. Importantly, multisensory activities such as parental singing can lead to improvement in the discrimination and attention shifting toward speech changes in children with CIs. These novel results should be taken into account in future research and rehabilitation.

“I FELT LIKE ALL THESE OBJECTS WERE IN MY OWN HOUSE…”: LEARNING THROUGH SENSES IN THE MUSEUM

The benefits of multisensory learning are recognized both in the field of formal education, informal and non-formal learning environments and activities. In the case of museums and museum pedagogy learning through the senses is a key element. Furthermore, the idea of a multisensory museum is steadily gaining ground within museums and among museum professionals with the ultimate aim to enrich all visitors’ museum experiences. The present paper focuses on touch in the museum. It aims to investigate primary school students’ perceptions of touch in museums as well as their experience with regard to the use of permanent display cases with touchable authentic objects during an educational program in an archaeological museum in Greece. The data were obtained via: a. evaluation questionnaires filled in by the primary school students after the visit to the museum, b. semi-structured interviews by the teachers, and c. participant observation and field notes. The results revealed how the students understand and perceive the prohibition of touch in the museum in relation to aspects of cultural heritage and exhibits’ protection. Furthermore, issues related to the appropriate approach of permanently accessible exhibition display cases and facilitations in the museum space were observed. Students’ views about their own experience confirmed the significance of touch and multisensory activities as well as the value of the combination of sensory activities, object-based learning, play and other creative and experiential methods and activities that can lead to meaningful and memorable museum experiences.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0574/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Observations of Child Behaviors and Responsivity during Sensory Friendly Community Events

Sensory-friendly time (SFT) events modify community environments and activities to improve leisure participation for children with sensory processing differences, and are becoming increasingly popular. However, little evidence exists examining if SFT events successfully support community engagement for this population. An urban university and neighboring children’s museum designed multi-sensory SFT events for the community. This study explored what types and intensities of multi-sensory activities predicted behavioral responses from children with atypical sensory processing. A Child Engagement Observation Log documented activity interaction, affect, responsivity (arousal) and emotional response of children participating in SFT activities. Poisson regression models determined if sensory properties (sensory domain and intensity) of different activities significantly predicted observable behavior. Activities with a medium sound intensity, sight intensity and level of complexity; medium intensity of sight, touch, and complexity; and medium levels of movement and complexity were significant predictors of behaviors (p<.05). Results can guide future community SFT programming.

Multitasking with Information Technologies: Why Not Just Relax?

Multitasking with information technology (IT) may impact how much pleasure people experience during hedonic activities, especially multisensory activities that involve touching, listening, and watching. However, past research on IT multitasking has primarily focused on utilitarian professional contexts. Drawing from dual-task-interference theory and flow theory, we address this gap by hypothesizing how multisensory characteristics positively influence the hedonic experience and how that effect deteriorates with IT-related multitasking. In addition, we examine how personality traits influence this moderating effect. We conducted a mixed-method laboratory experiment using explicit (self-reported) and implicit measures (electrodermal activity, automatic facial analysis, and electroencephalogram) to test our hypotheses. Participants listened to music while sitting on a high-fidelity vibro-kinetic armchair (one that generates vibrations and movement perfectly aligned with the music) and engaged in simultaneous IT-related tasks. The results generally support our hypotheses and represent a call for people to mindfully avoid multitasking with their IT devices while enjoying hedonic activities. In addition, our results suggest that people high in extraversion or neuroticism personality traits are likely to be more vulnerable to IT-related deterioration effects in this context. This study contributes to explaining the multitasking phenomenon with IT during leisure activities and underlines the benefit of such activities’ sensory characteristics.

The Effectiveness of Multisensory Technique towards Reading Skills of Open Syllables by Preschoolers

Unable toreadhas a significant impact on language acquisition that can contribute to children failing at school. Therefore, teachers must utilise methods that are in accordance with the children’s ability during their early stages of reading development to prevent them from experiencing difficulties in a formal school environment. The objective of this study was to observe the effectiveness level of multisensory technique towards children’s skills in reading open syllables. By using structured observation, children were observed using three different multisensory activities such as ‘sand letters’, ‘Alphabet jump’, and ‘tactile alphabet’. 16 open syllables were identified like ‘ma’, ‘ho’, ‘su’, ‘gi’, ‘pa, ‘du’, ‘me’, ‘ga’, ‘do’, ‘bi’, ‘te’, ‘pu’, ‘so’, ‘ri’, ‘ta’ and ‘la’ by using a checklist item from Linus instrument. The study showed that multisensory technique was able to assist in children’s reading skills of open syllables even if they come from different language backgrounds. In addition, this technique helped the children to avoid confusion between Malay and English open syllables with the presence of stimulus during reading activity. This proved that an environment rich with stimulus are important for children’s development. It provides important factors for teachers in delivering meaningful experiences during children’s learning.

EvALLution: making basic evolution concepts accessible to people with visual impairment through a multisensory tree of life

BackgroundPeople with visual impairment have benefitted from recent developments of assistive technology that aim to decrease socio-economic inequality. However, access to post-secondary education is still extremelly challenging, especially for scientific areas. The under representation of people with visual impairment in the evolution research community is connected with the vision-based communication of evolutionary biology knowledge and the accompanying lack of multisensory alternatives for learning.ResultsHere, we describe the development of an inclusive outreach activity based on a multisensory phylogeny representing 20 taxonomic groups. We provide a tool kit of materials and ideas that allow both the replication of this activity and the adaptation of others, to include people with visual impairment. Furthermore, we provide activity evaluation data, a discussion of the lessons learned and an inclusive description of all figures and visual data presented.The presented baseline data show that people with visual impairment indeed have lack of access to education but are interested in and apt to understand evolutionary biology concepts and predict evolutionary change when education is inclusive.ConclusionsWe show that, with creative investment, basic evolutionary knowledge is perfectly possible to be transmitted through multisensory activities, which everyone can benefit from. Ultimately, we hope this case study will provide a baseline for future initiatives and a more inclusive outreach community.