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Abstract

This study examines the mismatch between the learning characteristics of students with intellectual disabilities and the conventional instructional media used in classrooms, highlighting the need for adaptive, technology-based solutions. The aim of this study is to analyze the needs for developing interactive learning media using Articulate Storyline that integrates visual and audio elements for students with intellectual disabilities. A mixed-methods approach was employed within the ADDIE Research and Development (R&D) model, with a focus on the needs analysis stage. Data were collected through classroom observations, semi-structured interviews with teachers, and Likert-scale questionnaires administered to three special education teachers. The findings indicate that students showed higher engagement when learning materials incorporated animation and audio, while teachers emphasized the need for contextual, flexible, and interactive media to support instructional delivery. The average questionnaire score of 3.46 reflects a high perceived need for innovative learning media. However, these findings are limited to a small sample within a single school context and should be interpreted cautiously. This study contributes to identifying key requirements for developing multimedia-based interactive learning media in special education. The results provide initial empirical insights to inform future design and development stages, as well as teacher training programs aimed at improving the use of technology in special education settings.

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