How can care theory inform Multisensory Environment use in education?

Abstract

This paper examines care theory literature, especially the work of Nel Noddings, to identify strategies to enhance MSE use in the education of students with disabilities. Care starts at home where the child learns to 'care-about' through the experience of being 'cared-for' and continues into education. Care is both an essential need and a deep-seated want making it both a pre-condition 'for' education and a key ingredient 'in' education. Caring educators therefore work closely with families to promote high quality home care throughout the student's education. Four key components of a caring education are: 'modelling, dialogue, practice and confirmation'. Modelling for student imitation, learning and development must take into account the experience of the student, for example modelling for a student who is blind must be non-visual. Similarly for dialogue to be successful it must be informed by the student's ability to communicate, and practice requires student participation. A caring educator builds a caring relationship with the student by paying sympathetic attention to accurately read the student. Reflection on this information makes it possible for the caring educator to respond in helpful and hopeful ways that encourage the student to discern a 'better self'. In this way the caring educator matches student intention with confirmation.