A Case Study of Creative Multisensory Pedagogy in Thai Bilingual Classrooms: Comparative Insights into ADHD, Dyslexia, and Autism Spectrum Learners

Abstract

Inclusive education is central to global reform, yet classroom practice often lags behind policy. In Thailand, bilingual programs intensify the cognitive demands of English language learning, particularly for neurodiverse students with ADHD, dyslexia, and autism spectrum disorder (ASD). This qualitative case study investigates the impact of creative multisensory strategies—role play, visual scafolding, structured group work, and technology‑assisted activities—on learner engagement, comprehension, and confdence in a Grade 12 bilingual classroom in Bangkok. Using narrative inquiry and thematic analysis of 32 lessons, fndings reveal diferentiated benefts: ADHD learners thrived with role play and digital tools, dyslexic learners improved task accuracy from 58% to 85% through visual scafolding, and ASD learners showed marked gains in comprehension with predictable group routines. These results underscore the necessity of fexible pedagogy in bilingual ESL contexts and highlight implications for teacher training, curriculum design, and inclusive policy frameworks.