Investigation of the Effectiveness of Teaching Map Knowledge Using the Demonstration Method on Students with Mild Mental Disabilities

Abstract

The sustainability of geography education depends on its inclusion of all individuals in society. Therefore, the increasing number of individuals with disabilities today should not be excluded from geography education. The study aimed to examine the effectiveness of demonstration-based map instruction on students with mild intellectual disabilities. The study employed a multiple probe design, a single-subject research method. Data were collected using a daily probe session data record form, an achievement test, a follow-up data record form, and surveys. The data were analyzed using graphical analysis. The study participants consisted of three students with mild intellectual disabilities, two in 9th grade and one in 11th grade. The selection of the participants was influenced by the guidance and research center's assessment, the opinions of special education teachers, and the interviews conducted with the participants. The study yielded data on effectiveness, monitoring, generalization, social validity, and reliability. The study findings indicated that demonstration-based map instruction was effective on students with mild intellectual disabilities and that the participants were able to generalize their performance to other settings and situations. A subsequent examination of whether the subjects maintained their performance revealed that they were able to maintain the same performance in the first, second, and third weeks following the study's completion. According to the social validity findings, the subjects' satisfaction with the study indicated that the study was socially valid.