Multisensory methods of working with literary texts in Polish language lessons in grades 4–8 as support for pupils with special educational needs

Abstract

The article shows how simple, multisensory activities can turn an ordinary Polish lesson into an experience where every student has a chance to shine. The starting point is teachers’ everyday reality: in one classroom sit children with very different paces and learning styles, including students with special educational needs (SEN). The article highlights various methods: tactile maps of the story world, mini-performances, shadow theatre, lapbooks, running dictation, block-based spelling, and decision paths. The theoretical backbone is neuro-didactics, dual coding (Paivio), and the principles of multimedia learning (Mayer): word, image, movement, and emotion work together. I raise the issue of stimulus hygiene: it’s not about fireworks every five minutes, but a thoughtful dose of activity at a calm pace. The effect in class is tangible: less discouragement, more understanding, a sense of agency, and genuine inclusion without labels. It’s a lesson where the text is lived through, not merely checked off.