Özet:

Introduction: In parallel with the developments in technology in recent years, the use of technology in special education has been increasing. One of the fields in which significant advantages are achieved through the use of technology is science teaching. Although it is seen that studies on the effects of tablet computers, one of the technological tools used in teaching science subjects to students with special needs, have increased in the literature, more studies are needed. This research aims to examine the effectiveness of science experiments presented with tablet computers in teaching science definitions and factual facts to students with special needs. Method: A multiple probe design with probe conditions across participants was applied as the research design, which is one of the single-subject research models. The research included instructional sessions, generalization, and maintenance sessions; effectiveness, reliability, and social validity data were collected. Three students with a learning disability who were 11 years old and were receiving inclusive education in general education schools participated in the study. Findings: It was determined that all students participating in the study acquired the target science definitions and knowledge of factual facts, and they continued these acquisitions three weeks after the intervention was completed. In addition, the participant students were able to generalize these achievements to another teacher and environment. The social validity findings of the study revealed that the students with special needs and teachers, who were the participants of the research, had positive views on science teaching with tablet computers. Discussion: The findings of the study are consistent with the results of studies in the literature examining the effectiveness of tablet computer use in teaching science to students with special needs. The findings were discussed and compared with similar studies.

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