Traditional literacy practices using print-based texts exclude students with complex support needs from the full range of literacy activities provided to peers without disabilities, which may limit them to low-level literacy skills or functional skills. By contrast, by including various forms of representation and text, multiliteracies are uniquely positioned to address the literacy development of students with complex support needs. The present study aimed to investigate the changes in student engagement, teacher–student interaction, staff and parent perceptions, and self-advocacy opportunities created during the implementation of multiliteracies with students with complex support needs. In a public high school classroom in northern California with a teacher and six paraeducators, two students with complex support needs created a multimodal book to present as student input at their individualized education program meetings. The book included the students’ favorite images of family and school, videos and images of their favorite activities at home and school, an identity chart with adjectives that best described them, a description of their strengths, and a transition plan describing what they wanted to do after school. Grounded theory was used to analyze the data collected through interviews, observations, and video and audio recordings. Data suggested that multiliteracies’ pedagogy created new learning spaces, empowering teacher–student interactions, and student self-advocacy.

使用基于印刷文本的传统扫盲实践将有复杂支持需求的学生排除在向没有残障的同龄人提供的全面扫盲活动之外，这可能会将他们限制在低水平的扫盲技能或功能技能上。相比之下，通过包括各种形式的表示形式和文本，多元文化素有独特的地位，可以解决具有复杂支持需求的学生的文化素养。本研究旨在调查在实施具有多种支持需求的学生的多文化活动期间，学生参与度，师生互动，教职员工和家长的看法以及自我倡导机会的变化。在北加州的一所公立高中教室里，有一位老师和六个教育工作者，两名有复杂支持需求的学生制作了一本多模式的书，作为他们在个性化教育计划会议上的投入。这本书包括学生最喜欢的家庭和学校图片，他们在家庭和学校最喜欢的活动的视频和图片，带有形容词的身份图表，最能形容他们，描述他们的长处，以及描述他们想要做什么的过渡计划放学后做。扎根的理论用于分析通过采访，观察以及视频和音频记录收集的数据。数据表明，多元文化的教学法创造了新的学习空间，增强了师生互动和学生自我倡导的能力。有关他们在家庭和学校最喜欢的活动的视频和图像，带有形容词的身份图表（最好地描述了他们），对他们的优势的描述以及描述他们放学后想做的事情的过渡计划。扎根的理论用于分析通过采访，观察以及视频和音频记录收集的数据。数据表明，多元文化的教学法创造了新的学习空间，增强了师生互动和学生自我倡导的能力。有关他们在家庭和学校最喜欢的活动的视频和图像，带有形容词的身份图表（最好地描述了他们），对他们的优势的描述以及描述他们放学后想做的事情的过渡计划。扎根的理论用于分析通过采访，观察以及视频和音频记录收集的数据。数据表明，多元文化的教学法创造了新的学习空间，增强了师生互动和学生自我倡导的能力。