The effectiveness of use of concept maps in the teaching of vehicles according to types of transport to students with intellectual disability

In this research, the effectiveness of concept maps presented according to direct instruction method in teaching vehicles to three children with intellectual disability was examined. In the study, multiple probe model among subjects with probe phase, one of the single-subject research methods, was used. The subjects of the study consisted of 3 students with intellectual disability between the ages of 7 and 10. The dependent variable of this research is the learning level of the target students about vehicles. The independent variable is the concept map technique presented by direct teaching method. The research data were analyzed through graphical analysis. The research findings showed that the use of concept maps, which is presented by direct instruction method, is effective in teaching vehicles to children with intellectual disabilities, and that they can maintain their permanence seven, fourteen and twenty-one days after the end of the education, and they can generalize to different environments and different people. In addition, it was found that teachers' opinions about concept maps were positive. As a result; It has been observed that the concept maps technique presented by direct teaching method is effective in learning vehicles for children with intellectual disabilities.