Children with hearing loss may have difficulty controlling/manipulating
variables when solving multi-item problems when their language skills
are not fully developed. Therefore, this situation limits students with
hearing loss from using the strategies needed to solve problems. The aim
of this research is to study the developmental process of the problemsolving skills of a student with a cochlear implant in Social Studies
courses in an inclusive environment. This paper presents action research.
The participants of the study consisted of a 6th grade student with
cochlear implant in an inclusive environment, the researcher, the social
studies teacher, and the members of the validity committee. The research
was conducted between September 27, 2022, and January 5, 2023.
Research data were collected using individualized education program,
instructional plans and audio-visual materials, observations, interviews,
documents, problem solving skill assessment rubric and research journal.
Based on the outcomes of a fourteen-week teaching practice, it can be
claimed that the student has gained an awareness of the operations in the
problem-solving process; however, he still has difficulty transferring his
existing knowledge of Social Studies subjects and applying it to new
tasks, and there is a persisting need for supplementary education in
performing these operations independently.