The comparision of effectiveness and efficiency of the teaching social studies lesson with direct teaching and with the method of teaching with songs to the students with intellectual disability

The puppose of this study is to compare the effectiveness and efficiency of teaching social studies lesson with direct teaching and with teaching with songs to the students with intellectual disability. In this study, adapted alternating treatments model from single subject research design is used. The subjects of the study are two boys and one girl aged between 10 and 13 who are diagnosed as mild intellectual disability. In the study, topics from social studies " My hygiene and rules during feeding time" and "Occupaitions around me" which are parallel with opinions of experts, independent and equally difficult are determined. From these topics " My hygiene and rules during feding time" is carried out by using the method of direct teaching, the topic " Occupations around me" is carried out by using the method of teaching with songs. Both topics is analysed within the scope of lesson plans and a teaching process is written with both methods. In this phase, song lyrics are written within the scope of the analysis of the subject "Occupations around me" which will be taught with the method of teaching with songs. As a result of the study, it is concluded that teaching with songs is more effective and efficience than the method of direct teaching. When the efficiency data is examined, in the method of teaching with songs, the level of reaching the criteria is achieved in the first or second sessions by all subjects but in the method of direct teaching it is obtained in the fourth or fifth sessions. As for the efficiency data, when the number of incorrect feedbacks, the number of sessions and the duration are examined until the criteria is reached, it is concluded that all students have less incorrect feedbacks, learn in less sessions and learn in a shorter time teaching with songs. The data which are obtained are discussed with regard to the literature and practices