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This study examines outcomes of multimodal play within a composition unit in an adult HSE classroom, using teaching inquiry, participatory action research, and qualitative methods. Findings indicate multimodal play supports learner choice over the stories they share and fosters connections that build belonging, functioning as a source of healing in educational settings. 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Amidst this landscape, this study utilizes elements of teaching inquiry, participatory action research, and qualitative methods, to investigate the outcomes of using multimodal play in a composition unit within an adult high school equivalency classroom. Findings from this study suggest that multimodal play creates opportunities for students to make choices about the stories they tell and make connections as a way to feel a sense of belonging in education spaces, both of which act as a source of healing.  \nKeywords: healing, high school equivalency, multimodal play  \n“The classroom just be too much going on.”“Yeah, it went too fast, and if you didn’t understand the explanation, you be left behind.”  \n“I was just a number in a room full of students and the teachers only dealt with the students that were acting up and only taught the students that were in Advanced Placement classes.”  \n“lady you don’t know what I just went through in school.”  \n(semi-structured interview, September 20, 2018).  \nThese quotes come from adult learners seeking their high school equivalency (HSE) diploma; adult learners who represent many others where the classroom never felt like a place they belonged. Without feeling a sense of belonging and agency, they were unable to successfully complete schooling in a traditional environment and, unfortunately, have been left without a diploma.  \nIn many states, if a student does not earn their highschool diploma through traditional schooling by the age of 21, passing the General Education Development (GED) assessment, or another approved standardized  \nassessment has been the only way that adult students can earn a HSE diploma. With a focus on passing a standardized assessment, some literacy researchers and theorists argue that HSE programs teach a narrowly focused curriculum and emulate a system that students do not feel they belong to and that they struggle to learn in (Chen, 2013; Horsman, 1999) . This paper argues that teaching literacy through multimodal play can help students make choices in order to take control of their learning and make connections with others in order to heal from and reframe their relationship to academic spaces. For the adult HSE students represented in this paper, making choices and connections was an important first step towards earning their HSE diploma.  \nUnderstanding How Adult HSE Classrooms Became Narrowly Focused  \nA focus on standardized teaching grows out of the early years of education, during the age of industrialization. During this time, operational forms of schooling served all children with standardized curriculum to advance the  \nCorrespondence: [rachael.e.gruen@gmail.com](rachael.e.gruen@gmail.com) 16  \nmoral, social, and economic interests deemed vital to the nation (Labaree, 1997) . Due to the sheer number and ethnic diversity of high school students in urban areas, Charles Eliot believed this could best be achieved by way of vocational education. Vocational education was for those who supposedly could not handle ‘serious’ math or science. Intellectual learning was saved for the most privileged members of society. To determine which track students would be placed on, Thorndike introduced standardized tests (Labaree, 1997) . Standardized tests have since played a prominent role in education with the accountability measures introduced by George W. Bush and Barack Obama under the labels of No Child Left Behind and Race to the Top (Tyack & Cuban, 1997) .  \nWhile adult education programs were developed to act as an agent of social change based on the needs of the students (i.e.,","cbCaie5NXo0A2Dkj","https://ap.wps.com/l/cbCaie5NXo0A2Dkj","pdf",116460,11,"English","# Abstract\n# Multimodal Play in Adult HSE Composition\n## Alternative Pathways Beyond Standardized Tests\n## How Standardized GED Focus Shaped Adult HSE Classrooms\n## Emerging Alternative Pathways and Literacy Outcomes","[{\"question\":\"What problem does the study address in adult HSE education?\",\"answer\":\"It addresses how adult learners often experience classrooms as unwelcoming and narrowly focused on standardized test preparation, leaving many without a diploma.\"},{\"question\":\"How does the study define the intervention used in the classroom?\",\"answer\":\"The study uses multimodal play within a composition unit, investigating how learners engage with composing through multimodal, play-based activities.\"},{\"question\":\"What outcomes does the study report from using multimodal play?\",\"answer\":\"Multimodal play helps students make choices about the stories they tell and make connections with others, which supports belonging and functions as a source of healing.\"}]","“You Don’t Know What I Went Through”: Adult Learners Healing Through Multimodal Play | PDF",1792066953,28]