Comparison of science teachings offered to students with intellectual disability a small group arrangement using low and high-tech technological devices

This research aims to examine the effectiveness and efficiency of science teaching, which is presented to students with intellectual disabilities in small group arrangements with 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, which was offered to students with intellectual disabilities in a small group using low-level and advanced technological tools, was effective and efficient, and the students continued their performance after ten and twenty days completion of the practice. In addition, it was determined that the students could generalize the concepts they learned to different environments, people, and materials. In addition to the information they learned, data on learning non-target information were collected, and it was determined that a student understood the concept of non-target information. Social validity data from the study state that students, teachers, and parents gave favorable opinions about the practice. The study's findings were discussed in light of the relevant literature, and suggestions for future research and implication were shared.