Working With Different Sensory/Modality
Strengths and Limitations
by Jane Bluestein, Ph.D.
Verbal Ability
Strong Verbal
Left-brain, right-hand dominant
Strong Verbal Skills
Can communicate even under stress
Like to talk about what they’re learning
May be overreactive to noise, touch, visual input (difficulty
paying attention)
Verbal/Communications Limited
Right-brain, left-hand dominant (stronger kinesthetically)
Left-brain, left-hand or right-brain, right-hand dominant
(may also be kinesthetically limited)
May need more time to think, respond
May be able to demonstrate understanding in other ways
May do better in conversation than in front of the class or “on
the spot”
Visual Ability
Strong Visual
Left-brain, right-eye
dominant
Can take in and understand
visual input, even under stress
May notice visual dimensions
of an experience (ex: scenery, lighting)
Receive info by looking,
watching, reading or being shown
Need eye contact, need
to see speaker
Do well with maps, charts,
diagrams
Visually Limited
Right-brain, right-eye
dominant or left-brain, left-eye dominant
Can overload in a “busy”
environment
May look away from teacher
or close eyes to concentrate
Keep maps, charts and
diagrams simple
Provide verbal directions
Auditory Ability
Strong Auditory
Left-brain, right-ear
dominant
Can take in and understand
auditory input, even under stress
May notice auditory
dimensions of an experience (ex: dialogue)
Receive info by listening
or being told
Process with self-talk,
inner voice
May need to look away
(shut out visual distractions) or not look at speaker
Visually Limited
Right-brain,
right-ear dominant or left-brain, left-ear dominant
May tune out speaker
May close eyes to concentrate,
turn dominant ear toward speaker
Put directions in writing,
make visual info avail, allow to create mental image
Kinesthetic Ability
Strong Kinesthetic
Often right-brain,
left-hand dominant
Would rather touch than
look
May notice kinesthetic
dimensions of an experience (ex: action scenes)
Receive info by touch,
movement
Often described as hyperactive
May have difficulty with visual or auditory input if kinesthetic
needs are not met
(especially if movement is restricted for a long time)
Provide kinesthetic outlets (ex: playing with string, clay, beanbag;
chewing gum) during non-kinesthetic activities
Kinesthetically Limited
Fewer kinesthetic demands in traditional classroom,
so will generally do OK(may have trouble in classes that demand fine-
or gross-motor skills)
Work from their strengths
________________________
Keeping
Modality
Channels Open
Minimize
stress in environment (weaker channels shut down under threat)
Do
integration activities to “wake up” different parts of the brain
Accommodate
more than one modality whenever possible (ex: saying and writing directions)
Teach
kids to self-regulate (without disturbing anyone else)
Provide
outlets, various ways of paying attention
(options you can live with, options that will not disturb other learners)
Excerpted from Creating Emotionally Safe Schools, by Jane Bluestein,
Ph.D. © 2001, Health Communications, Inc, Deerfield Beach, FL.
Buy this book.
Other handouts adapted from Creating Emotionally Safe Schools:
ADHD Look-Alike Conditions
The "Ideal" Student:
Kids for whom traditional classrooms are ideally suited (and why so many non-traditional learners struggle in these instructional environments).
Ways to Reach More Students
Multiple Intelligences
Water and the Body
Other handouts by Dr. Jane Bluestein
Complete alphabetical listing of all handouts on this site.
Articles and excerpts by Dr. Jane Bluestein
Complete
alphabetical listing of all articles on this site.
Complete listing of all articles and handouts in Spanish or French.
Books, Articles, Audio and Video Resources and other Resources by Dr. Jane
Bluestein
Humor and Fun: Brighten your day with fun facts, short pieces about kids, pets and work, and hilarious things kids say, do and write. Includes items you can share with kids or use as a springboard for discussions and activities.
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