<![CDATA[This study explores teachers’ perceptions on the use of Interactive Multimedia Learning Objects (IMLO) in enhancing reading interest among mentally impaired students. In the current era of digital transformation, IMLOs have emerged as an innovative solution to support inclusive education. IMLOs combine text, audio, visuals, and interactivity, which can significantly increase motivation and engagement, particularly for students with cognitive limitations. Despite the growing body of literature on IMLOs in special education, research focused on mentally impaired students, especially within the Indonesian context, remains limited. The study adopts a qualitative descriptive method to gain in-depth insights into teachers' experiences. Data were collected through semi-structured interviews with two English teachers from SLB Al Qasmi Watampone, supported by documentation such as classroom photos and videos. Thematic analysis revealed two major categories of perception: positive and negative. On the positive side, teachers observed increased student enthusiasm, longer attention spans, and more independent exploration of materials when using IMLO. They also acknowledged that IMLOs support varied, enjoyable, and effective learning experiences by utilizing platforms like YouTube, Wordwall, and Duolingo. IMLOs were considered helpful instructional tools that ease the teaching process and adapt well to students’ needs. However, negative perceptions emerged due to limited infrastructure such as the lack of adequate computers, the need for constant supervision to avoid exposure to inappropriate content, and behavioral management challenges. Students often imitate content without fully understanding it, highlighting the need for teacher-guided learning alongside IMLO use. This study concludes that while teachers generally hold positive views of IMLOs, maximizing their benefits requires sufficient technological support, supervision strategies, and structured literacy approaches. The findings offer practical implications for improving digital resource implementation in inclusive classrooms.]]>
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