<![CDATA[Teachers in inclusive classrooms must adopt instructional approaches that accommodate diverse learning needs, including those of learners with dyslexia. This study explored an English teacher’s perceptions of the Multisensory Approach in teaching English vocabulary to learners with dyslexia in an inclusive classroom. A qualitative design with narrative inquiry was employed. The participant was an English teacher at an inclusive school in Padang Bulan, Medan, selected through purposive sampling. Data were collected through semi-structured interviews, two classroom observations, discussions, and documentation, and were analyzed using Braun and Clarke’s (2006) thematic analysis. Four themes emerged. First, the teacher regarded the Multisensory Approach as essential because it offers visual, auditory, kinesthetic, and tactile learning experiences. Second, it was implemented through pictures, flashcards, videos, real objects, sign language, games, songs, and movement adapted to individual abilities. Third, the teacher faced challenges related to differences in students’ characteristics, communication barriers, the need for individual assistance, limited instructional time, and insufficient teaching staff. Fourth, the teacher perceived that the approach supported students’ attention, motivation, participation, and understanding of vocabulary. Overall, the teacher held a positive perception of the approach and considered it beneficial for vocabulary learning in an inclusive classroom. These findings reflect perceived, rather than measured, effectiveness.]]>
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