Abstract:

Play is a very effective tool in the development of the child's personality, cognitive skills, social-emotional structure, communication and interaction skills. In this study, it was aimed to determine the effect of teaching with the Direct Instruction Model on the teaching of musical play (round) skills in students with moderate intellectual disability. The study was designed with the multiple probe model with probe phase between subjects five girls and four boys with intellectually disabled, aged between 9-11, participated in this study. The research findings show that the Direct Instruction Model, which was used to a limited extent in teaching play skills to children with intellectual disabilities, was effective in teaching butterfly round play skills to students with moderate intellectual disabilities. It is undestood that the participants continued their butterfly round play skills 7, 14, and 21 days after the end of the instruction. It also showed that all of the participants were able to generalize their round play skills to different environments, times and people. In addition, the teachers of the students included in the study also expressed positive opinions about the teaching model used in the research and the changes on their students.

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