The effectiveness of the individualized teaching materials presented with interactive unit on the teaching of the basic addition and subtraction skills to the student with mental retardion

The purpose of this study was to designate the effectiveness of the Individualized Teaching Materials of Basic Addition and Subtraction Skills presented with Interactive Unit and developed by taking note of the functioning levels of the students with mental retardation on the teaching of the basic addition and subtraction skills to the students with mental retardation. The independent variable of this study was the presentation of the teaching materials of the individualized basic addition and subrtaction skillswith Interactive Unit. The dependent variable of the study is the learning levels of the students with mental retardation on learning the basic addition and subtraction skills. The method of this study was Multiple Probe Model which is one of the single subject designs. The subjects of the study consist of 6 students with mental retardation, 3 of whom have the basic addition, and 3 of whom have the basic subtraction prerequisite skills. The teaching material developed by Interactive Unit has been applied on 3 students with mental retardation who have the basic prerequisite addition skills, and 3 students with mental retardation who have the basic prerequisite subtraction skills by the researcher. The results of the study indicated that the individualized teaching materials of the basic addition and subtraction skills presented with Interactive Unit, are effictive on teaching the basic addition and subtraction skills, and this effectiveness continues on the follow up process to the students with mental retardation.