Examining the Effectiveness of the Fernald Multisensory Approach on Body Self-Concept in Elementary Students with Learning Disabilities

Students with learning disabilities, in addition to academic difficulties, often experience psychological challenges such as negative body self-concept, which can adversely affect their social and academic functioning. This study aimed to determine the effectiveness of the Fernald multisensory approach on body self-concept in elementary school students with learning disabilities. This research employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of students with learning disabilities in the city of Zahedan, from whom ۴۰ students were selected through purposive sampling and randomly assigned to experimental and control groups (۲۰ students per group). The experimental group received ۱۵ instructional sessions based on the Fernald multisensory approach, while the control group received no intervention. The measurement instrument was the Marsh Body Self-Description Questionnaire, and data were analyzed using analysis of covariance. The findings indicated that instruction based on the Fernald multisensory approach had a significant positive effect on improving overall body self-concept and all of its components (physical, social, temperamental, academic, moral, and intellectual) in the experimental group compared to the control group (p < .۰۰۱). These results suggest that the intervention, by creating successful learning experiences, substantially improved the students’ self-perceived body image. Based on the findings, it can be concluded that the Fernald multisensory approach is an effective and efficient intervention for enhancing body self-concept in students with learning disabilities. Therefore, incorporating this approach into school-based support and rehabilitation programs and counseling centers may contribute to simultaneous improvement in academic performance and psychological well-being among these students. Students with learning disabilities, in addition to academic difficulties, often experience psychological challenges such as negative body self-concept, which can adversely affect their social and academic functioning. This study aimed to determine the effectiveness of the Fernald multisensory approach on body self-concept in elementary school students with learning disabilities. This research employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of students with learning disabilities in the city of Zahedan, from whom ۴۰ students were selected through purposive sampling and randomly assigned to experimental and control groups (۲۰ students per group). The experimental group received ۱۵ instructional sessions based on the Fernald multisensory approach, while the control group received no intervention. The measurement instrument was the Marsh Body Self-Description Questionnaire, and data were analyzed using analysis of covariance. The findings indicated that instruction based on the Fernald multisensory approach had a significant positive effect on improving overall body self-concept and all of its components (physical, social, temperamental, academic, moral, and intellectual) in the experimental group compared to the control group (p < .۰۰۱). These results suggest that the intervention, by creating successful learning experiences, substantially improved the students’ self-perceived body image. Based on the findings, it can be concluded that the Fernald multisensory approach is an effective and efficient intervention for enhancing body self-concept in students with learning disabilities. Therefore, incorporating this approach into school-based support and rehabilitation programs and counseling centers may contribute to simultaneous improvement in academic performance and psychological well-being among these students.

کلیدواژه ها:

Fernald multisensory approach ، body self-concept ، learning disabilities ، elementary students