Multisensory learning adaptation for totally blind preschool student at SLBN A Citeureup

Abstract

Preschool children with total blindness require adaptive learning approaches that optimize nonvisual sensory modalities to compensate for limited visual access. Although multisensory learning is widely recommended in special education, empirical research on its implementation among young children with total blindness remains limited. This study describes multisensory learning adaptation for preschool children with total blindness at SLBN A Citeureup Cimahi, focusing on learner characteristics, instructional adaptation, teacher roles, the learning environment, and implementation challenges. Using a qualitative instrumental case study design, data were collected through classroom observations, an in-depth teacher interview, and document analysis, then analyzed thematically. Findings show that integrating tactile, auditory, and kinesthetic stimulation was the primary approach supporting concept development, engagement, and independence, with the teacher acting as a sensory mediator through concrete materials and a structured environment. This study affirms multisensory learning as a primary, not merely supplementary, instructional approach for early childhood education of children with total blindness.