Abstract The small‐scale case study reported here investigated the efficacy of the Dunn and Dunn learning style model and its relationship to learners with Autism. This qualitative study was conducted in a special school in Chennai, Tamil Nadu, India. The aim was to provide support to teachers to design and deliver more effective lessons. Twenty special educators from this special school were provided with questionnaires containing open and closed‐ended questions. All twenty special educators were of the view that identifying and recording the learning style using the Dunn and Dunn model in children with Autism helped in preparing effective differentiated lessons.
Sankardas et al. (Tue,) studied this question.