Adapting Video-Based Visual Media for Students with Mild Intellectual Disabilities: A Multimodal Approach and Teacher Resilience

Myta Nursafira  Putri; Lilis  Suwandari

doi:10.55227/ijhess.v6i2.2482

Authors

Myta Nursafira Putri Universitas Islam Nusantara
Lilis Suwandari Universitas Islam Nusantara

DOI:

https://doi.org/10.55227/ijhess.v6i2.2482

Keywords:

video adaptation, mild intellectual disability, multimodal approach, VAK learning styles

Abstract

This study is motivated by the urgent need to adapt widely available video media to be accessible for students with mild intellectual disabilities. It aims to describe the strategies for adapting video-based visual media, the technical challenges encountered, and the solutions implemented by a fourth-grade teacher at SLB Nurul Iman. Employing a qualitative approach with a case study design, data were collected through participant observation, in-depth interviews, and documentation, then analyzed using an interactive model (Miles, Huberman, & Saldaña). The findings reveal that adaptation is executed through three systematic phases: planning (mapping Visual, Auditory, and Kinesthetic/VAK profiles), implementation (reducing cognitive load via video segmentation and multimodal approaches integrated with hands-on practice), and evaluation (formative responsiveness via behavioral cues). Despite facing challenges such as a lack of disability-friendly videos and formal training, the teacher demonstrated resilience through pedagogical bricolage independently curating and combining animated and documentary videos from YouTube. This study concludes that video media in special education serves not merely for passive viewing but as a trigger for multimodal stimulation, whose effectiveness strongly requires institutional support through continuous assistive technology training for educators.

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