Students with Intellectual Disabilities' Challenges in Online Classes Amidst Covid-19 Pandemic

This study examined the challenges associated with online learning among students with varying levels of intellectual disabilities. The investigation incorporated diverse perspectives, drawing upon the experiences of teachers, parents, and the students themselves. The study population was characteristically diverse, including male and female teachers and parents from a range of age groups, marital statuses, and educational backgrounds. The students' profiles also varied, predominantly focusing on males within the 13-16 age range with a moderate level of intellectual disability. Key aspects such as technical issues/computer literacy, self-motivation, functional academic skills, and overall challenges were studied to ascertain the unique difficulties encountered in an online learning environment. Quantitative statistical analysis indicated no significant differences in the challenges faced in relation to the level of intellectual disability, except for the self-motivation domain. Parents consistently reported higher mean scores than teachers, indicating a higher level of agreement with the proposed challenges. These findings suggest that while the level of intellectual disability might not drastically alter the challenges faced in online learning, self-motivation significantly influences the online learning experience. Further, discrepancies in perceptions between teachers and parents highlighted the need for improved collaboration and communication. The study concludes with the recommendation for focused interventions to boost self-motivation, and for the provision of robust technical support and resources to enhance the online learning experiences for students with intellectual disabilities