Teaching matter and change of state to middle school students with mild intellectual disability

In this study, it's aimed to examine the effect of science activities supported constant time delay procedure on teaching matter and change of state within Science education curriculum, to students with intellectual disability. This study was carried out with participation of 12-14 aged three middle school students with mild intellectual disability. In this research multiple probe design which is one of single subject experimental design types, is used. Gathered data was analyzed with graphical analysis. Also the data gathered from pretest and posttest which were applied before and after interventions, were subject to content analysis. Science activities were designed for each science concept taught in the study and sessions were held for the teaching of concepts in accordance with constant time delay procedure. Researcher observed that there is an increase in students' average accuracy level of conceptual understanding in "Matter and Change of State" as a result of science activities supported constant time delay procedure and students kept the same level after four weeks. Keywords: Intellectual disability, science activities, constant time delay, matter and change of state.