Impact of Virtual Learning Space in Teaching Learners with Moderate Intellectual Disability

Abstract

Nigeria just like other countries of world has been impacted by the global pandemic, COVID-19, leading to implementing lockdown measures. The advent of Virtual Learning Space is now considered the best alternative learning platform because of the need to save academic program. The paper examined the position of virtual learning space (VLS) to ensure that learners with intellectual disability are not excluded from instructional experiences due to the global crisis caused by the transmission of COVID-19. Virtual learning space in education has been defined as a computer-simulated location or space where learners with intellectual disabilities can learn and communicate without requiring physical contact. The use of VLS during the lockdown to teach learners with moderate intellectual disability during the lockdown will most likely ensure that they are not excluded from learning activities. This would also contribute to an expansion in learning opportunities so that more learners can have access to educational programmes, often beyond the conventional learning environment, thus facilitating the advancement of knowledge and acquisition of skills required to work efficiently in the modern world. In addition to highlighting the various ways in which VLS can improve learning, challenges that are likely to be confronted in using VLS were also identified before concluding