E-Learning Instructional Management For Students with Intellectual Disabilities


    Jee Ching Pang , Fong Yee Lee , Li Hoong Chin , Phek Lan Ng , See Yin Te





How to Cite

Pang, J. C., Lee, F. Y., Chin, L. H., Ng, P. L., & Te, S. Y. (2024). E-Learning Instructional Management For Students with Intellectual Disabilities. International Journal of Special Education, 39(1), 1–10. https://doi.org/10.52291/ijse.2024.39.1


Online teaching is inevitable during the COVID-19 pandemic as schools and educational institutions globally are forced to close. This sudden paradigm shift from the traditional classroom to remote online teaching has disrupted the education system in general. The study aims to examine the e-learning practices of a school-to-work transition program using TPACK Framework for students with intellectual disabilities (IDs). An in-depth study was conducted with 25 students with IDs on the process of curriculum design, technology setup, as well as roles of all stakeholders. Findings show the importance of collaborative support with clear roles and planning are essential to achieve effective management in online and individualized learning.

This paper highlights the challenges and problems encountered by both teachers and students. Practical guidelines, processes, and teaching strategies of the e-learning system are proposed for the betterment of e-learning management of teaching and delivery.


E-learning, Instructional Management, Curriculum Design, Intellectual Disabilities, Transition


Volume 39, Number: 1, Year 2024 of International Journal of Special Education