Improving Attention Span of Students with Mild Intellectual Disability through Fun-Based Activities

Abstract

This study investigated the effectiveness of fun-based activities in improving the attention span and classroom engagement of students with Mild Intellectual Disabilities (MID). Attention difficulties are among the most common learning barriers faced by children with intellectual disabilities, often affecting their academic performance, participation, and social interaction. The study was conducted in an inclusive public school serving children with special needs. A total of 12 Grade 3 students aged 8–12 years diagnosed with MID participated in the research. A classroom-based action research design was used, and a 10-day intervention program consisting of fun-based activities such as coloring, matching games, puzzles, block building, clap pattern games, and Simon Says was implemented. Data were collected using an observational checklist that measured students’ attention level, task completion, engagement, and social interaction. The collected data were analyzed descriptively by comparing students’ performance from Day 1 to Day 10. The findings revealed significant improvement in students’ attention span, classroom participation, and task completion. Students were able to maintain focus for longer periods, participate more actively, and demonstrate improved peer interaction and positive classroom behavior. The study concludes that fun-based activities provide an effective and practical strategy for enhancing attention and engagement among students with Mild Intellectual Disabilities. The research recommends integrating enjoyable and interactive learning activities into special and inclusive education classrooms to support cognitive and social development.