SENSE-L Framework: a multi-sensory pedagogical method for visually challenged learners in inclusive language and literature education.

David Paul, Daisy Gohain, Thejas Gigy Thomas, Binu Jerline Harini S

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Article in MethodsX, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

Authors and funding

4 authors.

David PaulDepartment of English, School of Humanities and Social Sciences, Kristu Jayanti (Deemed to be University), Bengaluru, Karnataka, India.

Daisy GohainSchool of Social Sciences and Languages, Vellore Institute of Technology, Chennai, Tamil Nadu, India.

Thejas Gigy ThomasDepartment of English, School of Humanities and Social Sciences, Kristu Jayanti (Deemed to be University), Bengaluru, Karnataka, India.

Binu Jerline Harini SDepartment of Language, Culture and Society (LCS), Faculty of Engineering and Technology, SRM Institute of Science and Technology, Kattankulathur, Tamil Nadu, India.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study presents the SENSE-L Framework, a multisensory systematic teaching approach to support visually challenged students in inclusive language and literature learning. The structure restructures the traditional visually-dependent teaching into a sequenced process which is based on auditory and tactile senses. It involves five sequential stages that are sensory input substitution, linguistic decomposition, sensory anchoring, guided interpretation and expressive output. The approach was confirmed by the qualitative and interview-based research with the learners and teachers, with the proportion analysis of the answers of the participants. The results show a positive understanding, recall, and learner confidence in the stages.•Introduces an organized multisensory approach to inclusive language teaching.•Shows staged implementation with both qualitative and quantitative validation.•Favors the free-flowing learning in terms of auditory and tactile pedagogues.

Indexed as

Accessibility in educationAssistive technologiesDisability studiesExperiential learningMultimodal instructionQuality educationSDGTactile learning strategies

Identifiers

PMID42750669

DOI10.1016/j.mex.2026.104127

PMCPMC13577871

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.