The rational is that learners with developmental disorders may have impairments in cognitive control, planning and attention, so multisensory integration might place additional demands on systems that are already straining.
[19] In 2010 the U.K. Department for Education established the core criteria for programs that teach school children to read by using systematic Synthetic phonics.
It includes a requirement that the material "uses a multi-sensory approach so that children learn variously from simultaneous visual, auditory and kinaesthetic activities which are designed to secure essential phonic knowledge and skills".
[20] The following organizations recommend multisensory instruction for learners with a learning disability: The International Dyslexia Association (IDA)[21] and the National Institute of Child Health and Human Development (NICHD).
What Works Clearinghouse, a part of the Institute of Education Sciences reports there is a lack of studies meeting its strict evidence standards so it is "unable to draw any conclusions about the effectiveness or ineffectiveness of unbranded Orton-Gillingham–based strategies for students with learning disabilities".