Supporting the Engagement of Learners with Intellectual Disabilities: A Qualitative Descriptive Study
The lack of instructional materials, limited learning resources, and inadequate learning spaces affects the engagement of learners with intellectual disabilities in classroom activities. Guided by Self-Determination Theory, which emphasizes supporting learners’ autonomy, competence, and relatedness to enhance motivation and engagement, this study aimed to describe teachers’ perceptions of how materials, resources, and spaces support learner engagement. Data were gathered through in-depth interviews with six purposively selected teachers who work with learners with intellectual disabilities and were analyzed using thematic analysis. Findings revealed that teachers enhanced engagement by using hands-on, simple, and contextualized instructional materials, maximizing resources, and creating conducive learning environments that support participation. Despite limited facilities, materials, and institutional support, teachers demonstrated adaptability and resourcefulness in sustaining learner engagement. These strategies highlight teacher initiative in bridging resource gaps within inclusive education. Furthermore, supportive learning environments help maintain learner motivation and participation. Future studies may conduct quantitative research to examine how variables influence learner engagement and provide evidence to inform improvements in inclusive education practices, policy development, and resource allocation in schools serving learners with intellectual disabilities.