The Role of Multimodal Mediation in Inclusive Learning: The Case of Deaf Students

This study investigates how multimodal mediation supports deaf students’ engagement, participation, and learning in inclusive education. Using multimodal theory, the study employed a phenomenological case study at an inclusive school in Central Java, Indonesia. Participants included three deaf students, three teachers, one principal, and one parent. Data were collected through interviews, observations, reflective notes, discussion records, and documentation during an eight-week project-based program and analyzed using qualitative and micro-semiotic analysis. Findings identified five themes: stakeholder collaboration, differentiated learning, inclusive provision, kinesthetic learning, and multimodal mediation through visual and digital resources. Multimodal mediation enhanced access, communication, creativity, confidence, and participation.