The Effectiveness of Concept Maps in Teaching Vehicles According to Types of Transportation to Students with Intellectual Disabilities

Abstract

The effectiveness of concept maps presented within the context of direct instruction in teaching vehicles to three children with intellectual disabilities was examined. A multiple baseline across participants design was used. The participants of the study consisted of three students with intellectual disability between the ages of 7 and 10. While the dependent variable in this study was the learning performance of the target students about vehicles, the independent variable was the concept map technique presented through direct instruction. Data were analyzed using graphical/visual analysis. The findings showed that the use of concept maps, presented through direct instruction, was effective in teaching vehicles to children with intellectual disabilities, and that children were able maintain their performance 7, 14 and 21 days after the end of the instruction. Moreover, it was found that teachers' opinions about concept maps were positive. As a result, the concept maps technique presented through direct instruction is effective in teaching vehicles to children with intellectual disabilities.