<![CDATA[Reading comprehension is an essential academic skill; however, students with Autism Spectrum Disorder (ASD) often face difficulties in understanding text meaning, identifying main ideas, retelling content, and answering text-based questions. This study aimed to explore teachers’ perspectives on the implementation of multisensory strategies in teaching reading comprehension to students with ASD. This research employed a qualitative case study design involving an English teacher and a shadow teacher at a private senior high school in Medan, North Sumatra, Indonesia. Data were collected through nonparticipant classroom observation, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings revealed four main themes: ongoing reading comprehension difficulties among students with ASD, multisensory support for engagement and text understanding, shadow teacher support in guided participation, and challenges in adapting multisensory strategies to students with ASD. The results showed that multisensory strategies helped students become more focused, interested, and engaged in reading activities. However, these strategies did not fully overcome students’ reading comprehension difficulties. Students still required repeated explanations, simplified instructions, individual guidance, and shadow teacher support. This study concludes that multisensory strategies can support reading comprehension instruction for students with ASD when implemented flexibly, adapted to students’ needs, and combined with structured guidance and teacher collaboration.]]>
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