Seeing Learning Differently: Teachers’ Perceptions on the Use of Audio-Visual Presentations for Students with Intellectual Disabilities

Inclusive education emphasizes providing equitable learning opportunities for all learners, including those with intellectual disabilities (ID). This qualitative study explored the perceptions of Senior High School teachers in Region XII, Philippines, regarding the use of audio-visual presentations for students with intellectual disabilities. Guided by Mayer’s Cognitive Theory of Multimedia Learning, the study employed semi-structured interviews with fifteen purposively selected teachers. Data were analyzed using thematic analysis. Findings revealed that audio-visual presentations enhanced learners’ attention, comprehension, and participation when materials were simple, well-paced, and developmentally appropriate. Teachers emphasized careful selection, organization, and integration of multimedia materials to prevent cognitive overload. The study concluded that audio-visual presentations are practical tools for promoting meaningful learning among students with intellectual disabilities when thoughtfully designed and supported by inclusive teaching strategies. Implications include strengthening teacher training in accessible multimedia design and enhancing institutional support for inclusive digital instruction.