| Sumario: | AbstractObjectivesMethodsResultsConclusionsThe research aims to examine the effectiveness and efficiency of science teaching presented to students with intellectual disabilities in small group arrangements, using low and advanced technological materials.This study was designed according to the alternating treatment design, one of the single-subject research methods. Four students, aged 10–11 years, attending the 4th and 5th grades, with a diagnosis of intellectual disability, participated in the study.The results of the study showed that the science teaching, offered to students with intellectual disabilities in small groups using low-level and advanced technological tools, was both effective and efficient. Students maintained their performance after ten and twenty days of completing the practice. Moreover, students were able to generalize the concepts they learned to different environments, people, and materials. Data on non-target information learning revealed that one student grasped the concept of non-target information.Social validity data indicated that students, teachers, and parents expressed positive opinions about the practice. The findings were discussed in light of relevant literature, and suggestions for future research and implications were provided.
|
|---|