Teaching science to students with intellectual disabilities in small groups using different levels of technology.
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 alter...
| Publicado en: | International Journal of Developmental Disabilities pp. 1 - 13 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183619930&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183619930 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Mar2025 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 183619930 10.1080/20473869.2025.2474600 183619930 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Teaching science to students with intellectual disabilities in small groups using different levels of technology. aug: au: Çıkılı Soylu, Derya Sazak Duman, Elif affil: Department of Special Education, Maltepe University sug: ab: 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. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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