Sensory panels: a sustainable and inclusive teaching tool to children with disabilities

Abstract

Special education is a particularly sensitive area, especially given the growing number of children with various forms of disability. This study was conducted in the eastern region of Cuba, specifically in the city of Bayamo, at a primary school dedicated to special education that serves a large population of children with these needs. To support the teaching-learning process for this group, the study aimed to design and implement a system of sensory panels for the educational care of children with disabilities at the "Ernesto Guevara de la Serna" Special Education School. The research employed a triangulated methodology based on participatory action research, combining theoretical and empirical methods alongside various quantitative and qualitative techniques. The results showed that the sensory panels fostered improvements in the children's cognitive, motor, and emotional skills, promoting learning that was more dynamic, instructional, interactive, participatory, and inclusive. Concurrently, the use of these tools provided teachers with new methodological approaches tailored to the students' specific differences. The research demonstrated that sensory panels offered an effective, adaptable, and replicable solution for various age groups. Their implementation not only had a positive impact on academic development but also reinforced sustainable practices through the use of recycled materials, thereby reducing costs and promoting sustainability.