The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities

Abstract

The aim of this research is to analyse the effect of teaching half concept embedded in sandwich making skills for the students with intellectual disabilities. The participants of this research consists of three students between the ages of 11 and 14 with mild intellectual disabilities and continue their education in a practice school in Ankara province. In this research, multiple probe design method is used in this single subject experimental design research model. At the end of the research, the concept teaching embedded in sandwich making skill is effective in acquiring the half concept by two participants in the material of concept measure, but did not work in one participant. Furthermore, the received findings showed that participants acquire and maintain half concept and generalize it to the different people after four and six weeks later when the practice session is completed. When social validity of the research is analysed, the practisers stated that embedded instruction is an easy and effective method to apply. Research findings are discussed within the scope of relevant literature and suggestions are provided for implementation.