Lived Experienced of Teachers Handling Students with Intellectual Disabilities in the Virtual Learning System

This research study examines the experiences of teachers who instruct students with intellectual disabilities in virtual learning environments. Recognizing the ongoing challenges educators encounter in effectively supporting these students, especially amidst the rapid advancements in educational technology, this study aims to provide valuable insights into the development of inclusive education practices. Utilizing a phenomenological approach, in-depth interviews were conducted with three teachers—two through direct conversation and one via written responses—to capture the nuances of their experiences, as well as the emotional and psychological well-being of both the teachers and the students. The findings reveal essential themes related to the impact of virtual education on teaching methodologies, emotional resilience, and the necessity for culturally responsive pedagogies. The research advocates for adapting learning environments to support students with intellectual disabilities better. It proposes effective strategies, including flexible scheduling, the integration of culturally relevant content, and encouraging family involvement. By emphasizing the importance of teachers’ perspectives, this study contributes to ongoing discussions about inclusive education, highlighting constructive approaches that can enhance the effectiveness of virtual learning settings. It highlights the unique challenges educators face when adapting instructional strategies to meet the diverse needs of their students, including issues related to technology accessibility, communication barriers, and the need for tailored teaching approaches. Through qualitative interviews and observational data, the study identifies key factors that influence effective teaching practices in online settings. The findings underscore the importance of creating supportive frameworks that enhance educator capacity and foster inclusive learning experiences. This research provides valuable insights for policymakers and educational institutions seeking to enhance virtual education for students with intellectual disabilities.