<![CDATA[Purpose: Students with intellectual disabilities often struggle to develop literacy and numeracy because instruction is frequently abstract and provides limited multisensory support. This condition may reduce attention, slow comprehension, and hinder retention. Therefore, this study aimed to design, validate, and evaluate the effectiveness of Augmented Reality (AR)-based learning media to support literacy and numeracy development in a special education setting.Method: A developmental approach was conducted using the Multimedia Development Life Cycle (MDLC), which includes concept, design, material collection, assembly, testing, and distribution stages. Feasibility was examined through expert validation by a content specialist and a media expert. Effectiveness was evaluated using a one-group pretest–posttest design involving six students aged 9 to 12. Data were analyzed using paired sample t-tests and Normalized Gain (N-Gain) to estimate learning improvement.Findings: Expert ratings rated the developed media as highly feasible across content alignment, language clarity, visual presentation, and technical performance. The results showed significant gains in literacy (t = −13.9, p < 0.05) and numeracy (t = −15.9, p < 0.05). The average N-Gain score was high, reaching 0.715 for literacy and 0.70 for numeracy. Observations also indicated increased student engagement and confidence during AR-supported learning activities.Significance: AR-based learning media can improve literacy and numeracy by transforming abstract symbols into interactive and concrete learning experiences. These findings suggest that accessible AR resources can strengthen inclusive educational practices in special education when integrated into regular classroom instruction with appropriate teacher guidance.]]>
