The effects of coaching support provided to science teachers on teacher and student behaviors with developmental disabilities

This study examines the effectiveness of a professional development training package that includes coaching support provided to science teachers via video conferencing on the behavior of teachers and students with developmental disabilities. The mixed method research was designed as an intervention design and was conducted in three phases. Fourteen science teachers participated in the needs assessment phase and three science teachers and three pairs of students with special needs participated in the intervention phase in which the effectiveness of the training was tested. It was determined that the teachers' knowledge level increased significantly in line with the professional development package provided to the teachers via video conferencing, and that the teachers met the criteria with the reliability of applying the direct instruction method through the feedback provided. It was revealed that the direct instruction method was effective in helping students with special needs acquire the targeted goals and that students were able to sustain the goals after the application was completed. Social comparisons were made based on interviews conducted with science teachers who participated and did not participate in the study within the scope of social validity, and the data obtained were analyzed descriptively. Keywords: Teaching science to individuals with special needs, Professional development of science teachers, Professional training through video conferencing, Distance education in special education, Mixed methods research.