<![CDATA[This study examines how an English teacher plans, implements, and adapts multisensory strategies English writing skills for three elementary school students with dyslexia in Grades 2, 3, and 5 in an inclusive classroom in Medan, Indonesia. The main participant is the English teacher; the three students are not treated as separate primary participants or standalone cases but rather as part of the learning context in which the teacher's practice is examined. Using a qualitative case study design, this study collected data through the analysis of three lesson plans, three classroom observations, and one semi-structured interview with the teacher. The data were analyzed thematically using deductive and inductive coding and validated through triangulation across the three data sources. The findings reveal three themes: (1) visual strategies dominate the teacher's lesson plans across all three grade levels, while auditory elements primarily serve as reinforcement and kinesthetic elements act as complementary components; (2) visual-auditory strategies are frequently used during whole-class instruction, with classroom observations noting diverse student participation patterns; and (3) individualized auditory-kinesthetic support, including letter-by-letter dictation, verbal repetition, and one-on-one guidance is implemented in supplementary activities when the teacher assesses that students require further assistance. Overall, the findings indicate that the teacher employs various combinations of sensory modalities at different stages of instruction and adapts practices based on classroom situations and observed student needs. The study does not establish that sensory modalities must be used in equal proportions or simultaneously, nor does it demonstrate that specific strategies improve students' writing abilities or comprehension, as these outcomes were not directly measured. Â ]]>
