Abstract
The purpose of the study was to examine the impact of digital learning objects (DLOs) on Physics knowledge improvement for three students with mild intellectual disability in a high school setting. A multiple probe across participants design was used to examine the effectiveness of the intervention. The results indicated a functional relation between the intervention and the correct answers in Physics probes. The study highlighted the positive effects of the use of the DLOs instruction to teach Physics content to students with mild intellectual disability. Implications for practice and suggestions for future research are also discussed.
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