Page 62 - Studia Universitatis Hereditati, vol. 3(1) (2015). Koper: Založba Univerze na Primorskem/University of Primorska Press.

dia universitatis her editati, letnik 3 (2015), številk a 1 62 thermore, non-verbal communications in the form of
pictures and concrete (didactic) material is important
too. We have to provide more sensory and motor expe-
riences for persons with physical disabilities. Such type
of experience helps them to generate their own ideas.
The working area has to be adjusted. They need more
time to prepare for the activity and preform it. Per-
sons with emotional and behavioural disorders can be
attracted by multisensory experiences. Some of them
need activities with clear expectations and directions;
others require more opportunities for the expression of
their own creativity. It is important to give them an op-
portunity for positive confirmation.Persons with an au-
tistic spectrum disorder need to be given information
concisely. To help them understand better, schemes that
are verbally supported and through which they can im-
agine the whole are required (eg. map of the area). The
activities have to be structured as they do not like un-
predictable situations. Persons with learning problems
in specific fields of education need help in the form of
short guidelines, schemes and procedural instructions.
Mostly they easily understand instructions that can be
also visually perceived.
In conclusion, multisensory and experiential learning
can include all persons with special needs. Adaptation
provides persons with special needs with higher acces-
sibility and inclusion but also an opportunity for active
participation. At the same time it positively addresses
all subjects that do not necessarily need it. Nevertheless
they can be relieving and enjoyable, some of them also
interesting as they give the opportunity to learn about
oneself as well as to experientially exam one’s own abili-
ties. In this way, we can enrich the quality of cultural and
natural heritage for everyone.
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