Research Information System
International Technology and Education Journal, vol.6, no.1, pp.51-58, 2022 (Peer-Reviewed Journal)
The prerequisite for teaching many skills and behaviors to children with intellectual disabilities is that the child
has acquired the basic concepts. Teaching concepts plays a very active role in the independence of the child with
intellectual disabilities and in the acquisition of higher level skills that they will learn in the future. The studies
conducted in recent years show that technology-based applications are effective in teaching concepts to children
with intellectual disabilities. The purpose of this study is to investigate the effectiveness of a technology-enhanced
concept teaching application enriched with digital animations in teaching basic concepts to children with
intellectual disabilities. Two male students diagnosed with intellectual disabilities participated in the study. In
determining the ethics of technology-enhanced concept teaching practice, the multiple probe between skills model,
which is one of the methods of single-subject research, was used. As a result of the study, it was found that the use
of technology-assisted concept teaching was effective in teaching basic concepts to children with intellectual
disabilities, that the children continued the concepts learned after the end of the instruction, and that they
generalized them to different situations.