Abstract
The purpose of this study is to determine the effectiveness of using songs to teach students with intellectual disabilities to tell time. It followed a multiple-probe, across-subject design with a probe phase, which is a single-subject research design. The participants were three 17–19-year-old female students with mild intellectual disabilities who could not read clocks. They were taught to read analog clocks at full, half, and quarter past hours. Graphical analysis was used to analyze the data on the effectiveness of teaching through songs. At the end of the study, it was evaluated whether the students could read clocks without singing. Social validity data were collected from the students and their teachers. The findings show that all three students could learn to read clocks through songs and could tell the time correctly without songs. In the social validity data, the students stated that they were able to learn to tell time easily without getting bored and they wanted other lessons to also be taught through songs. The teachers stated that the students participated in the lesson more willingly than usual and that they enjoyed learning to tell time.
 Keywords: Intellectual disabilities, mathematical skills, telling time, teaching through song
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.