Working With Different Sensory/Modality
Strengths and Limitations

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”

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

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

Strong Kinesthetic
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

• Minimize stress in environment
(weaker channels shut down under threat)

Do integration activities to “wake up” various 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)

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