Self-managed design of multisensory/multimodal material for subjects of the Psychology Career

Abstract

This paper presents the experience of designing and using multisensory/multimodal material in the university classroom in four compulsory subjects of a psychology degree. This initiative sought to respond to student diversity in the classroom and, from an inclusive perspective, sought the participation in learning of all students with and without visual impairment. Materials such as thermoform, microencapsulated paper, 3D printing, EVA foam, liquid silicone, fabric, cardboard, etc., were used for the design. A qualitative methodology was chosen to know the students perception of the new material, incorporating semi-structured interviews, questionnaires, and focus groups. Qualitative content analysis was used to systematize the information produced. The results show that the students valued incorporating this type of material very positively, reporting contributions not only in learning and motivation but also in their vision of the importance of inclusion in the training and professional practice of psychology. The lack of economic resources stands out as a limitation, as well as the lack of knowledge on the part of authorities on the subject, which can translate into little support for the development of inclusive actions in the classroom.