General education physical education (GPE) teachers currently face difficulties in providing for the special needs of students with autism spectrum disorder (ASD) in inclusion GPE classes. In addition, there is currently no best practice in how to present information on adapted physical education (APE ) strategies to GPE teachers effectively. This study aims to address the problem of practice through a multimodal semiotic approach in offering GPE teachers APE strategies to implement in their inclusion classes. Specially, the study investigates three GPE teachers as they participate in multimodal semiotics and employ APE strategies in inclusion classes. Three GPE teachers were selected based on previous questions related to the inclusion of students with ASD into GPE classes. In the case study, the GPE teachers are provided APE strategies for teaching students with ASD specific to their questions. Strategies are exemplified in a video format using multimodalities created by the researcher. The GPE teachers provide feedback on the video through a survey. The case study results support a triad of theories used as a framework. The theories include the learning theories of Vygotsky and Bruner and Kress's theory of multimodalities. The case study illustrates the use of multimodal semiotics in assisting GPE teachers in meeting the needs of students with ASD in the inclusion classroom is beneficial. Multimodal semiotics provides an effective means of sharing APE strategies with GPE teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]