Transforming Classrooms for Neurodiverse Learners: The Impact of VAKT on Children with Dyslexia

The increasing recognition of neurodiversity in educational contexts calls for pedagogical approaches that honour varied cognitive profiles, particularly in addressing the needs of learners with dyslexia. This conceptual paper explores the transformative potential of the Visual-Auditory-Kinesthetic-Tactile (VAKT) multisensory teaching approach in fostering inclusive and supportive learning environments for children with dyslexia. Grounded in the principles of Universal Design for Learning (CAST, 2018) and multisensory instruction (Birsh & Carreker, 2018), the paper examines how VAKT enhances phonological awareness, decoding skills, and reading fluency by activating multiple neural pathways. Dyslexic learners often struggle in traditional classroom settings that emphasize text-heavy instruction (Shaywitz, 2003), making the VAKT approach particularly valuable for differentiated instruction. The discussion integrates international research on evidence-based reading interventions (Snowling & Hulme, 2012) and inclusive education policies (UNESCO, 2017), situating VAKT within a broader framework of cognitive justice and educational equity (Armstrong, 2012). It also presents practical strategies for implementing VAKT in mainstream settings and calls for systemic reforms in teacher training and curriculum design. The analysis suggests that when VAKT is effectively employed, it not only mitigates literacy barriers but also promotes affirming educational experiences for neurodivergent learners. This paper contributes to the global discourse on transforming classrooms through strategies that acknowledge, support, and celebrate neurocognitive diversity.