Multimodal book to explore reading comprehension and socioemotional skill in inclusive classrooms

Abstract

Inclusive education has been facing some challenges in Colombian context, especially when addressing the needs of students with visual disabilities. This study focuses on the design of a multimodal book as a pedagogical tool to strengthen reading comprehension while working on socioemotional skills in English classrooms that include students with and without visual disabilities. A qualitative and descriptive approach was used to guide the process, supported by theoretical foundations related to guided reading, storytelling, and Universal Design for Learning (UDL). The multimodal book was designed with tactile, audio, and visual elements that promote accessibility and participation, offering a meaningful way to approach inclusive learning. This project aims to demonstrate that inclusive material can become a key tool between students, creating spaces of empathy, collaboration, and mutual respect while they are learning English.