Exploring Effective Educational Strategies for Enhancing Learning Outcomes in Individuals with Mild Intellectual Disabilities

Abstract

Learners with mild intellectual disabilities (MIDs) face unique challenges that demand specialized educational approaches. These individuals often struggle with memory retention, processing speed, and understanding abstract concepts, which can hinder their academic, social, and emotional development. This paper reviews various effective strategies, including inclusive education, individualized instruction, peer-mediated interventions, and technology-assisted learning. Inclusive education promotes a sense of belonging by integrating learners with MIDs into general classrooms, while individualized instruction tailors learning experiences to meet specific needs. Peer-mediated interventions leverage social interactions to enhance both academic and social outcomes, and technology-assisted learning offers innovative tools to support skill acquisition and engagement.

Through an analysis of recent literature, this study explores the multifaceted impact of these approaches on the holistic development of learners with MIDs. It highlights how universal design for learning (UDL) principles, collaborative teaching, and assistive technologies can create more equitable learning environments. Additionally, the paper examines the role of teacher training and policy support in effectively implementing these strategies. Challenges such as resource constraints, insufficient training, and accessibility issues are also discussed, alongside recommendations for overcoming these barriers. By synthesizing evidence-based practices, this paper provides valuable insights for educators, policymakers, and researchers aiming to improve educational outcomes for learners with MIDs. The findings underscore the importance of a collaborative and adaptive approach to education, emphasizing the need for continuous innovation and support to address the evolving needs of this population.