This document discusses a proposed action research study on the effects of multi-sensory teaching strategies on academic performance and classroom engagement among special education (SPED) students. The study aims to implement lessons that incorporate tactile, auditory, and visual elements to appeal to different learning styles. It hopes to assess whether this multi-sensory approach enhances outcomes for SPED students at Lanao del Norte National Comprehensive High School. The research also intends to contribute to the broader discussion on inclusive education by providing an example of an innovative teaching strategy for diverse learners.

1. MULTI-SENSORY TEACHING
STRATEGIES: THEIR EFFECT ON
ACADEMIC PERFORMANCE AND
CLASSROOM ENGAGEMENT
AMONG SPECIAL EDUCATION
(SPED) STUDENTS

2. Context and Rationale
In the ever-changing realm of education, inclusive
practices have emerged as a worldwide necessity to
guarantee that every student, regardless of their abilities,
is provided with fair opportunities for learning. Central to
this undertaking is the necessity to cater to the distinct
educational requirements of Special Education (SPED)
students. There has been an increasing awareness of
the significance of implementing teaching strategies that
accommodate various learning styles and abilities in
recent years (Alenizi 2019).

3. To bridge the gap between existing practices and the
diverse learning requirements of SPED students, this
action research proposes the implementation of multi-
sensory teaching strategies. Drawing inspiration from
contemporary educational literature and aligning with
Department of Education (DepEd) policies emphasizing
inclusive education, this innovative approach aims to
create an inclusive learning environment that fosters
academic growth and engagement for SPED students
(Tarantino 2020).

4. The proposed intervention involves
integrating tactile, auditory, and visual stimuli
into lesson plans, ensuring that educational
content caters to a spectrum of sensory
preferences. This approach not only aligns
with the principles of Universal Design for
Learning but also resonates with the spirit of
inclusivity advocated by DepEd.

5. The purpose of this action research is rooted in
the identified gaps and issues present in Lanao del
Norte National Comprehensive High School's
current approach to SPED education. By
examining school data, observations, and relevant
information, this study aims to assess the
effectiveness of multi-sensory teaching strategies
in enhancing the academic performance and
classroom engagement of SPED students.

6. Furthermore, the significance of this study extends beyond the
school's immediate context. It contributes valuable insights to
the broader discourse on inclusive education, providing a
tangible example of how innovative teaching strategies can be
employed to meet the diverse needs of learners. Ultimately, the
findings of this research may serve as a guide for educators and
policymakers seeking to create more inclusive and effective
learning environments for SPED students, fostering a positive
impact on the overall teaching and learning landscape.