This chapter discusses the use of multimodality in the educational projects and reflective accounts of teachers, created as part of a professional development program on inclusive education. Using three examples of teachers’ projects, the chapter asks questions about the place of multimodality in digitally mediated designs for learning in the service of inclusive education, identifying indicative uses of multimodality. Given the sparsity of scholarly work at the intersection of multimodality, digital media and inclusive education, the teachers’ projects form an interesting focus for research. Through an analysis of multimodal designs of the teachers’ projects and their reflections on these, the chapter argues that teachers use multimodal resources in order to enhance students’ meaning making, facilitate communication, and ensure their students’ equal participation in the educational process. Moreover, it emerges that teachers view multimodality as a means for empowering students, strengthening their motivation to learn and developing their sense of belonging.