Abstract:

The general purpose of this study is to determine the effectiveness of the schematic regulator presented by the direct teaching method in teaching the subject of the "crowd life cycle", one of the subjects of the science, to three students who have little vision and have been affected by the middle-level mental disability, whether individuals can continue their learning about the subject even 7.14 and 21 days after the end of the teaching. The research was conducted with four students, including those with visual disabilities located in the province of Ankara, who continued to the school and private sub-class as well as those who were educated in the private educational institution, who were less seen and who had a middle-level mental disability. In the study, a multi-destruction model was used between participants. To collect research data, teachers and family interview forms, skills check lists, standards-dependent measurement tools, application reliability and social validity forms have been developed and used. According to the research findings, the schematic regulator presented by the direct teaching method was effective in teaching the subject of the 'crowd life cycle' and the three participants were able to show the whole subject they learned on an independent scheme 7.14 and 21 days after the completion of the teaching.

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