The feasibility of a pedagogical approach—MultiSensory Music Drama (MSMD)—was investigated in collaboration with a teacher and a student with severe/profound intellectual and multiple disabilities (S/PIMD). Educational research for this group of learners is scarce, but research has suggested the potential of integrating music and multisensory storytelling to promote interactive engagement. A case study using co‐production between a teacher and researchers was conducted. The development, implementation and evaluation of MSMD lessons were performed, by carrying out the lessons, iteratively refining them through stimulated recall interviews and ratings of student engagement. The long‐term feasibility was investigated through a post‐intervention survey and a follow‐up interview. Inductive content analysis was used for data analysis. In‐depth descriptions of the implementation process are provided. The teacher found the MSMD approach useful in relation to the syllabus and motivating for the student. She reported that she had continued to use MSMD with all of her students and that several of her colleagues had started to use it as well. Our results suggest that MSMD can be a meaningful approach for practitioners working with these learners. The study also reveals aspects of professional knowledge when working with students with S/PIMD.

中文翻译：

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患有严重/严重智力障碍和多重障碍的学生的多感官音乐剧：教师与研究人员合作制作的案例研究

与一名教师和一名患有严重/深度智力和多重障碍的学生 (S/PIMD) 合作，研究了多感官音乐剧 (MSMD) 教学方法的可行性。针对这一群体的学习者的教育研究很少，但研究表明，将音乐和多感官讲故事结合起来可以促进互动参与。进行了一项利用教师和研究人员共同制作的案例研究。MSMD 课程的开发、实施和评估是通过开展课程、通过刺激回忆访谈和学生参与度评级迭代完善课程来进行的。通过干预后调查和后续访谈来调查长期可行性。归纳内容分析用于数据分析。提供了实施过程的深入描述。老师发现 MSMD 方法对于教学大纲很有用，并且可以激励学生。她报告说，她继续对所有学生使用 MSMD，并且她的几位同事也开始使用它。我们的结果表明，对于与这些学习者一起工作的从业者来说，MSMD 可能是一种有意义的方法。该研究还揭示了与 S/PIMD 学生一起工作时专业知识的各个方面。