Аннотация
This article examines the use of adapted instructional methods in literature lessons in an inclusive classroom. The study was designed as a classroom-based micro-case involving 10 students, including 3 students with special educational needs (SEN): one student with hearing impairment, one student with visual impairment, and one student with behavioral regulation difficulties. The aim of the study was to describe the methods used in teaching literature and to record changes in student engagement, participation, text comprehension, speaking activity, and group work after the introduction of adapted instructional support. The methodological framework combined differentiated instruction, multimodal presentation of literary content, structured speaking tasks, adapted texts, and guided group interaction. The data were collected through descriptive classroom observation before and after the instructional sequence and presented in comparative tables. The recorded results showed upward shifts in several classroom indicators. The largest changes were observed among students with SEN, especially in engagement and participation. The findings also showed that visual and audio support, text adaptation, and structured verbal tasks were associated with improved access to literary material and classroom interaction. The study does not claim broad generalizability, since the sample was limited to one class and no control group was used. Its value lies in the subject-specific description of how adapted methods functioned in literature teaching in one inclusive classroom.