02. Teaching Through Multiple Pathways - Lessons from My Inclusion Survey
- Sharon Gideon
- Jun 12, 2025
- 3 min read
"Inclusion is not a placement. It's a commitment to equity."
When I began my action research on supporting students with IEPs in general education classrooms, I wasn’t expecting how much I would grow as a learner myself. Through Modules 4 and 5, I explored the impact of multimodal instructional strategies on students with learning differences—guided by teacher insights, reflection, and field data.
In this post, I’ll walk you through what I discovered, what teachers shared, and why inclusive teaching is as much about mindset as it is about method.
Research Focus: Inclusion in Practice
My action research centered on a simple but powerful question: How do general education teachers perceive the effectiveness of multimodal instructional strategies for students with IEPs?
I created a 10-question teacher perception survey and shared it with six educators teaching in inclusive settings.
What the Teachers Told Me
Here are a few things I heard from participating teachers (anonymized):
💬 “Visuals and manipulatives aren’t just tools—they’re entry points for understanding.”
💬 “Students with IEPs often thrive with structure and movement. Think-alouds and interactive notebooks help a lot.”
💬 “I wish I had more training on digital scaffolds. Sometimes tech is available, but we don’t know how to use it meaningfully.”
Across the responses, the theme was clear: multimodal strategies work best when they are intentional, consistent, and differentiated.
Top Multimodal Strategies That Emerged
Based on the survey and feedback, these were the most effective tools used by teachers:
Strategy | Purpose |
Think-Pair-Share | Promotes student interaction and verbal processing |
Interactive Notebooks | Builds routines and structured reflection |
Sentence Stems & Frames | Supports academic language for struggling learners |
Graphic Organizers | Breaks down complex ideas visually |
Anchor Charts | Reinforces key vocabulary and routines |
Physical Manipulatives | Provides tactile reinforcement |
A Turning Point: My Reflection
Conducting this research wasn’t just about collecting answers—it was about changing the way I see support. I realized that inclusion starts with listening, not labeling.
In my journal, I wrote: “This process reminded me that teachers are not just content deliverers—we’re architects of access.” I began redesigning my own lessons to integrate more visuals, chunking, and collaboration—not just for students with IEPs, but for all learners.
Recommendations for Real-World Classrooms
If you're a new teacher (or a veteran ready to try something new), here’s what my action research points to:
✅ Keep your lessons multimodal by default. It benefits everyone.
✅ Check for understanding through more than just quizzes. Use whiteboards, conversations, concept maps.
✅ Ask your students what helps them learn. Especially those with IEPs—many have great ideas.
✅ Co-plan with your special education colleagues. They're a treasure trove of insight.
✅ Use tech as a scaffold, not just a filler. Nearpod, Flipgrid, and Padlet all help with voice and choice.
Closing Thought
Every student deserves a classroom that sees them, adapts for them, and challenges them. My action research reminded me that equity doesn’t mean lowering the bar—it means building a longer ramp.
This blog isn’t just a platform—it’s a commitment. To every learner. In every seat.
References
American College of Education. (2025). Curriculum and Instruction in Diversity. Canvas.
CAST. (2018). Universal Design for Learning Guidelines. https://udlguidelines.cast.org
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106–116.
Sheridan, K. (2023). Inclusive curriculum frameworks for diverse classrooms.
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