Abstract:

Math skills are one of the most important skills in daily and academic life for the individuals with special needs. As math skills have a hierarchical structure, students often encounter problems in math skills. Math education needs to be effectively designed for students with special needs. A well-designed curriculum constitutes the basis of the success. The Direct Instruction model differs from other models as it focuseson the generalization with long-term practices and the design of the curriculum. In Direct Instruction model, instruction needs to be analyzed in terms of content and the teacher needs to determine which association types the subjects are divided into within the content analysis. From the simple to the complex, association types are categorized as verbal associations (simple facts, verbal chains and discriminations), concepts, correlated-features sequence and cognitive strategies. The main purpose of the current studyis to examine correlated-features sequence and cognitive strategy education based on the Direct Instruction model in math skills of students with special needs.

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