Abstract
This article examines the challenges facing the modern education system related to the need to develop innovative pedagogical solutions aimed at ensuring equal opportunities for all learners, regardless of their individual characteristics and limitations, in particular those with dyslexia. The study was conducted with the aim of comprehensively examining the possibilities of multimodal strategies in inclusive pedagogy and support for students with dyslexia. The main areas of research are: analysis of the basic principles and current state of research in the field of multimodal learning and inclusive pedagogy; development of a program using multimodal approaches in pedagogical work with students with dyslexia; evaluation of the effectiveness of multimodal strategies in increasing the learning motivation and academic performance of students with dyslexia. The scientific significance of the research is determined by the possibility of gaining an in-depth understanding of the mechanisms of influence of multimodal strategies on the quality of the educational process in teaching students with dyslexia. The practical value lies in the development of a set of measures that can be used by teachers and educational psychologists working with dyslexic children. The research methodology includes methods of theoretical and empirical research and the development of practical measures. The results of the study confirm the hypothesis, as it has been preliminary empirical evidence suggests that the introduction of multimodal teaching strategies into inclusive education has had a positive impact on the cognitive development, motivation, and academic success of students with dyslexia. The value of the study lies in expanding the theory and practice of inclusive pedagogy, as it proposes a scientifically based approach to the implementation of multimodal strategies in the education of students with dyslexia.