A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability

Chelsey Simmons; Nicole Uphold; Sharon Richter

A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability

Chelsey Simmons (Author) Coastal Carolina University
Nicole Uphold (Author) Coastal Carolina University
Sharon Richter (Author) University of North Carolina Wilmington

Abstract

Students with intellectual disability benefit from direct instruction of community-referenced skills. Community-referenced skills are frequently taught through community-based instruction (CBI) however, CBI presents logistical barriers that can be difficult. Multimedia simulated instruction (MMSI) combines visual, auditory, and interactive elements to simulate real-world scenarios, providing a dynamic and engaging learning experience. This paper presents a framework for practitioners to develop MMSI that addresses the unique cognitive and learning needs students. A seven-step blueprint to creating MMSI, with careful and practical considerations given at each step, is presented with an illustrative scenario to demonstrate the practicality of MMSI. Key steps include deciding which skills to teach and the components of MMSI, analyzing transportation and logistical barriers, creating the materials and progress monitoring tools, and considering multimedia simulated components of the intervention. The paper emphasizes the benefits (cost, time, replication) of MMSI for both the student and practitioner.

Keywords

Intellectual disability, Multimedia instruction, Framework

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How to Cite

Simmons, C., Uphold, N., & Richter, S. (2026). A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability. Journal of the American Academy of Special Education Professionals, 21(2), 15-32. https://www.aasep.org/article/view/640

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