Effectiveness of the Teaching Offered through Infographics in Teaching Traffic Rules to Students with Intellectual Disability
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Revista Argentina de Clínica Psicológica
2021, Vol. XXX, N°1, 41-50 41
DOI: 10.24205/03276716.2020.2003
Effectiveness of the Teaching Offered through
Infographics in Teaching Traffic Rules to Students with
Intellectual Disability
Meltem Haksiza, Gonul Akcameteb, Mukaddes Sakalli Demirokc,
Abstract
Individuals with special needs should live in a functional integrity with the society they
live in. In this context, gaining individuals with special needs the skills to participate in the
social process is of great importance for them to continue their lives independently. It is
especially important for individuals with intellectual disabilities to gain social life skills in
their education and enable them to live independently. The aim of this study is to
determine the effectiveness of infographics presented with direct instruction method on
teaching how to use traffic signs and pedestrian crossing to students with intellectual
disabilities. In this research, multiple probe design across participants which is one of the
single subject research designs was used. Three students diagnosed with intellectual
disability, whose ages varied between 8-10, participated in the study. Infographics were
prepared by visual designer according to the needs of the students and infographics were
created. The validity and reliability of the created infographics were ensured after
receiving opinions from 5 field experts. Tablets were used during teaching with
infographics. Results of the study showed that all participants in the study gained the
ability to use traffic signs and pedestrian crossings, infographics presented with direct
teaching method are effective and the subjects can generalize and maintain the skill.
Keywords: Intellectual disability, traffic rules, infographic, single subject research
Introduction can use in their daily lives and make their lives
One of the most important conditions of human easier in preparation for society. Because education
life is participation and adaptation to social life. must provide the necessary knowledge and
From a social point of view, it is between the state experience for individuals in order for them to
of well-being and the health conditions. In short, continue without the need for someone else's help
social harmony is the most important indicator of through educational activities. Although this
being healthy. In addition to giving individuals how condition may not apply to all normal-developing
to use social life, it is necessary to gain appropriate individuals, it is especially important for individuals
social behavior. It is required to have the necessary with intellectual disabilities. For this reason, among
spaces to ensure participation in social life and to the main goals of education of individuals with
have a level that can be used adequately (MEB, intellectual disabilities is to teach the necessary
2016). vital functional knowledge and skills in society so
In order to live independently in society, a that they can live independently (Kizilkaya, 2016).
certain level of knowledge and skills are essential. It From past to present, many definitions have
is the duty of families and teachers to teach been made on intellectual disability. According to
individuals these needs, which are necessary to Eripek (1996), intellectual disability is generally
ensure that they can live independently (Cavkaytar, defined as the inability to perform an individual's
1999). In general, the main purpose of educational academic, social and self-care skills, as well as being
activities is to prepare individuals for society. It aims significantly normalized in mental functions and
to teach functional knowledge and skills that they showing an inability to adapt (Diken, 2008). The
main purpose of the special education services
a Near East University, Mersin 10 Turkey, meltem.haksiz@neu.edu.tr offered to individuals with mental disabilities is to
b Near East University, Mersin 10 Turkey, Faculty of Education,
gonul.akcamete@neu.edu.tr
gain the independent life skills necessary to ensure
c Near East University, Mersin 10 Turkey, Faculty of Education, that they can continue their lives without being
mukaddes.sakalli@neu.edu.tr
dependent on others in society. Skills required for
REVISTA ARGENTINA
2021, Vol. XXX, N°1, 41-50 DE CLÍNICA PSICOLÓGICA
42 Meltem Haksiz, Gonul Akcamete, Mukaddes Sakalli Demirokc
independent life are daily life skills, social presented in mass media. In addition, Aybek and
adaptation skills, business and professional skills, Alan (2016) studied the opinions of classroom
functional academic skills, etc. (Karabulut & Yikmis, teachers regarding to the traffic safety course
2010). curriculum of the fourth grade in primary school
Dever and Knapczyk (1997) listed these skills in and Hatipoglu (2011) tried to determine the traffic
five subheadings under social adaptation skills. knowledge and perceptions of preschool children.
These are personal care and development, home When the literature is examined, it is observed
and community life, work/profession, leisure that there are also studies on traffic education.
assessment and travel skills. Dever and Knapczyk Kavsiraci (2014) examined the traffic phenomenon,
(1997) also stated that functional skills to be taught traffic safety education in our country, its place in
to children with intellectual disabilities and the formal education system, the importance, goals
teaching community-based education will make it and objectives of child traffic safety education. In
easier for students to reach independence. addition, Hatipoglu, Ozdemir and Ozturk (2012)
According to Cullen and Alber-Morgan (2015) evaluated the traffic education provided during the
managing a person's money, meeting their needs, primary education period, which is a step of the
getting where they live and want to go is also under formal education system in Turkey, where learning
adaptive social life skills. Especially, knowing the is faster and more permanent, within the scope of
traffic rules necessary for going from one place to this study.
another on foot is an important point in ensuring Yeaton and Bailey (1983) used a pre-developed
independence in gaining social life skills. and analyzed pedestrian safety training program to
Although traffic education is important in teach kindergartens and first grade children
almost every phase of human life, it has a vital appropriate street crossing behavior.
importance and influence within the education Traffic education is important in the education
system. It constitutes the most important part in of children with normal development, as well as in
terms of informing and raising the awareness of the education of children who need special
children who are the adults and assurance of the education. Because it is not easy, but not
future especially in the primary education period. In impossible, to ensure that individuals who need
addition, children of primary school age need to special education can act independently without
gain knowledge and skills as well as to be protected being harmed and dependent on others by
from traffic accidents and to be brought to a level adapting to the hard conditions of city life.
where they can protect themselves. As children in Especially in order for individuals with intellectual
this age learn and be affected more quickly, disabilities to live independently, there are skills
information on traffic safety will be more effective and concepts that need to be taught systematically
and permanent for life for them. Besides, the whole in many areas. These are social life skills, called
society will be made aware of it over time. In this independent life skills.
way, every effort for traffic education will play a In the literature, in the studies on traffic
role in the reduction of accidents. In addition, over education in special education, Karabulut revealed
time, the whole society will become a link in the the current situation and road safety of individuals
chain of measures (Cigiltepe, 1998). with intellectual disabilities in urban transportation
in 2007 and he aimed to put forward suggestions
Literature Review about Teaching Traffic Rules for mentally disabled individuals and their families
When the literature is examined, it is observed that would improve their road safety skills in urban
there are studies on traffic education in primary traffic and would make families' that like to take
education. Bolat, Ozbek, and Kaygusuz (2017) their children out safely lives easier .
aimed to study the effect of teaching the 4th grade Batu, Ergenekon, Erbas & Akmanoglu (2004)
traffic safety course on the use of child traffic study the effectiveness of what is the most or least
education park on student achievement whereas encouraging in teaching pedestrian skills to
Tahiroglu, (2012) aimed to study the traffic individuals with developmental disabilities. Five
education activity which is developed in accordance people with developmental disabilities were taught
with the value disclosure and value analysis three different pedestrian skills, all related to
approaches. Erturk, (2016) aimed to determine crossing streets, using simulation activities on a
primary school students' perceptions of applied road model in their school's gymnasium. Multiple
traffic education and Guner & Genc (2012) research design was used among behaviors in order
examined the opinions of children studying at to evaluate the effects of maximum guidance. The
primary school level on the issue of traffic safety results of the study revealed that guidance was the
REVISTA ARGENTINA
2021, Vol. XXX, N°1, 41-50 DE CLÍNICA PSICOLÓGICA43 Meltem Haksiz, Gonul Akcamete, Mukaddes Sakalli Demirokc
most or least effective in teaching pedestrian skills. students safe. In addition, it was concluded that
Participants learned each of the skills and were able knowing how to cross the street safely can help
to generalize these skills to city traffic in real life. increase students ' opportunities to access
In 1976, Page, Iwata and Neef thought the basic community activities and, ultimately, employment.
pedestrian skills to five male students with special In their study conducted in 2008, Takahashi and
education needs in a classroom. In this study, Noro taught a child with an autistic disorder who
training was carried out on a model created to exhibits dangerous behavior on the street to reduce
simulate city traffic conditions. Each participant was this behavior and walk safely. In the cost of
taught five specific skills related to crossing the response procedure, he lost a reinforcer (his
street in turn. Intersection recognition, pedestrian favorite card) every time he exhibited problematic
light skills, traffic light skills and skills for two behavior. In the DRO procedure, he received a
different stop sign conditions. Before, during and reinforcement when he walked without any
after the training, participants were tested under problem behavior. The results showed that the
generalization studies in the model and actual city response-cost procedure and the combined use of
traffic conditions. In addition, training in some skills the response cost and DRO were effective in
has been found to facilitate performance in skills reducing problematic behavior on the street and
not yet trained. maintaining safe walking. After the conclusion of
Koisaari, Michelsson, Holopainen, Maximainen, this study, the child was able to walk safely on the
Paivansalo, Rantala & Tervo (2015) examined the way to and from school.
traffic offences and criminal acts of adults with Wrigth and Wolery (2011), on the other hand,
Attention Deficit-Hyperactivity disorder from their examined eight studies published between 1976-
birth to 40 years of age. In their study that is 2008 that examined the effectiveness of various
conducted in 2011, Mechling and Seid consider the teaching practices in teaching pedestrian skills to
use of a personal digital assistant (PDA) with individuals with developmental disabilities. In
picture, audio and video prompts as a portable, self- teaching pedestrian skills to individuals with
activating device to facilitate independent developmental disabilities, the researchers stated
pedestrian travel of three high school students with that classroom teaching practices, teaching
moderate intellectual disabilities. By using multiple practices conducted in social environments, and
probe designs between three targets and their practices conducted using virtual reality technology
respective locations, the self-requesting device was can be used effectively. Researchers emphasized
evaluated for its effectiveness in increasing that effectiveness studies are generally conducted
independent travel between multiple targets. As a in teaching pedestrian skills and that comparison
result, it shows that students can use the PDA studies are needed to determine more effective
secretly to use pedestrian travel (walking) to and efficient applications among these
maintain the use of the device over time and to applications.
adjust the demand level used on different In today's educational environments, teachers
pedestrian routes without the need for anyone benefit from many different teaching models,
else. methods, techniques and tools in transferring
In 2016, Hawkins studied with three students course contents. Therefore, the educational
one of them was diagnosed with autism, one who materials used facilitate students' perception and
was diagnosed with both autism and language- learning processes, increase motivation, make the
speech disorder, and the other who was diagnosed taught subject alive, enrich the teaching process,
with both intellectual disability and language- and facilitate permanent learning by reinforcing the
speech disorder. In his study, he aimed to get knowledge (Aslan & Dogdu, 1993; Erden, 1998;
students safely across the street. He first used the Demiralp, 2007).
task analysis of the steps required to cross the Thanks to the recent advancement of
street safely. A multiple key design was then used technology in education, especially the changes in
among participants to determine the progress that computer technologies, many visual learning tools
students had made in the behaviors needed to and materials can easily be designed in education,
cross a street. The results of this study showed that which can eliminate the learning difficulties of
all three participants improved their cross-street students and provide positive benefits to their
skills immediately after the first intervention learning. One of these visual materials is
session. These results showed that special infographics, which we can often find in magazines,
education students can learn the steps needed to the web and newspapers (Basgun, 2013; Harrison,
get across the street, and these skills can help keep Reinecke, & Chang, 2015).
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2021, Vol. XXX, N°1, 41-50 DE CLÍNICA PSICOLÓGICA44 Meltem Haksiz, Gonul Akcamete, Mukaddes Sakalli Demirokc
Infographics are a type of graphic that combines More than 350 disabled adults, 10 disability
graphic design and information to help convey the organizations, and 50 healthcare professionals
message accurately to individuals, large audiences were involved in the development of infographic to
and institutions that are in the position of receivers. test how evidence-based physical activity
In other words, it can also be expressed as the form recommendations could be presented in
of visualized forms of data or ideas that allow the organizations. As a result, this study revealed that it
transfer of information rapidly and easily (Smiciklas, will contribute to motivating adults with disabilities
2012). to participate in physical activity.
If infographics are considered in terms of According to research conducted, the use of
learning and teaching, they differ from other visual infographic in special education has shown positive
materials by visualization. In a study conducted by results. The use of infographics, especially in
Borkin et al. (2013), they examined the level of education, has been determined that they
recall according to visualization types. According to remember the given information for a longer time
the research results, they found that visualizations (Lyra, Isotani, Reis, Marques, Pedro, Jaques, &
with more intensive use of images, more Bitencourt, 2016). Therefore, the use of
pictograms, wider color scale and lower data-ink infographics in the education of individuals with
ratio are more memorable than other visualization intellectual disabilities makes it important that the
types, and infographics have the highest level of information will be recalled for a long time. In
recall. addition, the limited number of studies in special
Recently, this strategy has started to take place education related to the use of infographic makes it
in special education. When the literature is essential to conduct further research in this area.
examined, the effects of the use of infographics in From this point of view, the need to test the
the education of individuals with learning effectiveness of the teaching offered through
difficulties in mathematics lesson were infographics in teaching traffic rules to students
investigated. According to the results obtained in with intellectual disabilities arose.
the study, it is stated that the use of infographic can
be effective for the individuals who have learning Aim of the research
difficulties in maths lesson in terms of The general purpose of the researcher is to
understanding the content of the lesson, making determine the effectiveness of the instruction
the information they learn permanent and presented to students with intellectual disabilities
organizing complex information (Baglama, Yucesoy, through direct teaching method and infographics in
Uzunboylu, & Ozcan, 2017). gaining the ability of students to use traffic signs
In the study by Smith and Wightman (2019), a and pedestrian crossings. In line with this general
project was created in order to promote physical purpose, answers to the following questions were
activity for the disabled. In this project, social sought:
workers were first involved as a messenger group 1. Is the education provided by direct teaching
to promote physical activity. The process of method and infographics effective in gaining the
developing guides for these messengers is meaning of traffic signs for students with
described and marked in the guide. An infographic intellectual disabilities?
is then highlighted to convey physical activity and 2. Is the teaching provided with the direct teaching
insights are presented about some of the messages method and infographics effective in gaining the
produced within it. These messages include ability of students with intellectual disabilities to
pleasure, amount of physical activity, strength, cross the pedestrian crossing?
inactivity, visual images, language, and a focus on 3. If the meaning of traffic signs is gained by
different disorders. As a result, it contributes to infographics presented by the direct teaching
knowledge by offering new insights into how to method of students with intellectual disabilities,
encourage physical activity for the people with can this learning outcome be maintained ten
disabilities. days and twenty days after the end of teaching?
Choi, Smith, Jung, Oh, Park, & Foster (2020) 4. If students with intellectual disabilities gain the
aimed to examine the UK's evidence-based ability to cross the pedestrian crossing with
infographic recommendations on physical activity infographics presented by direct teaching
for disabled adults and to introduce it to the South method, can this learning outcome be
Korean disabled community. This infographic was maintained ten days and twenty days after the
developed by the team led by Brett Smith under the end of the education?
Commission of the Department of Health England. 5. If the meaning of traffic signs is gained with the
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2021, Vol. XXX, N°1, 41-50 DE CLÍNICA PSICOLÓGICA45 Meltem Haksiz, Gonul Akcamete, Mukaddes Sakalli Demirokc
infographics presented with the direct teaching school attendance.
method of students with intellectual disabilities, Three students with intellectual disabilities who
can the generalization of this skill (interpersonal attended special education classes participated in
and inter-environment) be achieved? the study. Participants were selected from among
6. If students with intellectual disabilities gain the students who met the pre-determined
ability to cross the pedestrian crossing with prerequisites. These prerequisites are a) knowledge
infographics presented by direct teaching of the names of colors, B) knowledge of the right
method, can the generalization of this skill side and left side, c) knowledge of reading and
(interpersonal and inter-environment) be writing, d) compliance with the guidelines, e)
achieved? regular attendance at school.
Method The researcher
Research Model The researcher is a graduate of the master's
In this study, in order to determine the program in the Department of Special Education.
effectiveness of teaching students' ability to use Currently, the practitioner continues her doctoral
traffic signs and pedestrian crossings, which is education in the Department of Special Education.
presented to students with intellectual disabilities She also works as a lecturer in the Special Education
through direct instruction method and Department of the University.
infographics, multiple probe model among the
single-subject research methods with probe phase Environment
will be used. Single-subject studies are a research The research was conducted in their own
method that involves time series analysis based on individual training rooms at the institution where
repeated measurements or observations before, the participants received education. The individual
during and after an experimental intervention training room in the institution is 2m x 3m in size. It
applied on a subject in order to reach a basic causal also has a work desk, two chairs, a bookshelf and a
relationship (Kothari & Garg, 2015; James, 2016; whiteboard.
Richards, 2018).
Tools
Participants Infographics
Subjects In the study, according to the needs of students
During the application process of the study, with intellectual disabilities, the researcher gave
three participants were studied, two of whom were the visual to the designer and infographics were
girls and one of whom was a boy. The age of the created. Later, opinions of 5 experts were taken and
participants varies from 8 to 10 years old. The in line with these opinions, infographics, sound and
research was conducted at the special special motion were added. In addition, the created
education center where the participants received infographics are designed to be compatible with the
education. The research was conducted with three Tablet computer. After the validity and reliability of
students with intellectual disabilities in an empty the created infographics received positive feedback
classroom by determining appropriate lesson hours from 5 field experts, the teaching was started by the
between 08:30 and 12:00 five days a week. When researcher.
reporting data, code names were used instead of
the real names of the participants. The selection of Other tools and materials
the participants was decided by considering the During the application, a tablet computer was
class hours of the students whose suitability for the used for teaching with infographics. Data forms and
research was determined in terms of prerequisite items were used to record data during the
characteristics. application process. In addition, a video camera
Emre is a male student with down syndrome device was used to record the application and then
who was diagnosed with intellectual disability at obtain inter-observer and application reliability
the age of 10. Aslı and Canan are female students data. Finally, a desktop computer was used to
aged 8 and 9, respectively, who have been watch video recordings and graphically analyze
diagnosed with intellectual disability. After being research findings.
interviewed by a special education teacher, it was
determined that they met the necessary Dependent and Independent Variable
prerequisite skills for research. There is no The dependent variable of this research is what
additional inability of students and no problem with traffic signs mean for individuals with intellectual
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2021, Vol. XXX, N°1, 41-50 DE CLÍNICA PSICOLÓGICA46 Meltem Haksiz, Gonul Akcamete, Mukaddes Sakalli Demirokc
disabilities and the ability to cross a pedestrian is the teaching provided by the infographics
crossing. The independent variable of the research presented by the direct teaching method.
Figure 1. Infographic
Experimental Process participant. "Now we will solve the questions
Baseline Level: In order to collect the baseline together. I need you to do a few things. I want you
data, students were given 8 traffic signs and to take your pen and solve your questions,” the
worksheets on the skill of crossing a pedestrian participant does what the practitioner says. Then
crossing. Operations that students did correctly are the participant practitioner said, “Well done! What
recorded as ‘ + ’ in the registration form, and did that sign mean? You have to decide what to
operations that they did incorrectly and leave write… (Student Reinforced.) Well done! By saying
empty are recorded as ‘-’ in the registration form. "Now I want you to write down the crosswalk sign,
After the three session baseline data were the crosswalk line, the stop sign, the traffic lights
collected, the application sessions were started. and the duties of the traffic police,” the practitioner
Practice Session: The participant and the directs the participant. In the guided practice,
practitioner were seated opposite each other and when the subject does not remember or makes a
the practitioner said, “Today we will do a very mistake, the necessary feedback should be made by
enjoyable work with you. But in order for this study the practitioner. This application was also made by
to be enjoyable and fun, there are rules that we the practitioner. A more independent application
must follow throughout the study. These are: has been introduced. The participant is given a
throughout the study, you will sit with your feet on worksheet for traffic signs and pedestrian skills by
the floor, leaning back to your desk and you will the practitioner. In independent practice, the
listen and watch carefully. By saying "During this practitioner does not interfere with the participant.
work, we will use the following tools", the tools are Monitoring Sessions: In order to evaluate the
introduced one by one. The practitioner begins by permanence of the skill acquired, it was conducted
telling the participant, “we'll start if you're ready.” by the researcher ten and twenty days after the
The practitioner displays infographics in the tablet teaching sessions ended. This session data was
computer. After the subject watched the collected just like the data of the collective
infographic, the practitioner said, “Well done, you attendance sessions. Monitoring sessions were
watched it very well! Now we can move on to the conducted by the researcher. The researcher gave
other infographic,” and showed the other one. the students 8 worksheets related to traffic signs
Other infographics were later followed. Later, the and the skill to cross the pedestrian crossing. The
practitioner carried out the guided application. The researcher did not react to the wrong or correct
practitioner placed the worksheet in front of the answers of the participant. Operations that
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2021, Vol. XXX, N°1, 41-50 DE CLÍNICA PSICOLÓGICA47 Meltem Haksiz, Gonul Akcamete, Mukaddes Sakalli Demirokc
students did correctly are recorded as ‘+’ in the is 5 for Emre, 6 for Canan and 5 for Aslı. All of the
registration form, and operations that they did participants reached the level of: Emre 90% , Canan
incorrectly and leave empty are recorded as ‘-’ in and Aslı 80% from 30% at the end of the teaching
the registration form. sessions. The findings of this study, in which traffic
signs are presented through direct teaching
Collection and Analysis of Data method and infographics, show that all of the
Effectiveness, monitoring and generalization subjects can learn, generalize and the traffic signs
data collected within the scope of the research that are presented and maintain this skill in line
were analyzed graphically and graphs were with the tracking data received.
interpreted. A line chart prepared by Microsoft Research findings in Figure 4, the ability of
Excel 2010 program was used for graphical analysis. students with intellectual disabilities to cross a
The data regarding the generalization sessions were pedestrian crossing was graphically analyzed for all
analyzed by comparing the pre-session and post- three subjects. In the figure, success percentages of
session sessions and displayed on a column chart. Emre, Canan and Aslı are listed respectively. As
shown in Figure 4, the number of teaching sessions
Reliability is 5 for Emre, 6 for Canan and 5 for Aslı. At the end
Within the scope of the research, interjudge of the teaching sessions, all of the participants
reliability data was collected. Interjudge reliability reached the level of 30% to Canan 80%, Emre and
data of the study were obtained from two special Aslı 90%. The findings of this study, in which the
education teachers who graduated from the ability to cross the pedestrian crossing is presented
teaching for the intellectualy disabled. Interjudge through direct teaching method and infographics,
reliability is made by comparing the compliance of show that all of the subjects were able to learn,
the records of the practitioner with the records generalize and maintain this skill in line with the
kept by the observer who made the reliability tracking data received.
review. The interjudge reliability coefficient of the
study was obtained by using the formula Discussion
"Consensus / Consensus + Disagreement) x 100 According to the results of these findings, the
(Tawney & Gast, 1984). Interjudge reliability was teaching offered to students with intellectual
calculated to be sufficient for the reliability of the disabilities by direct teaching method and
research data for all three participants. infographics was effective in gaining students '
Application reliability indicates whether the ability to cross traffic signs and pedestrian
independent variable is applied as planned (Erbas, crossings. When the findings of the research are
2012). Special education teacher collected evaluated in terms of effectiveness in the literature,
application reliability data of the research. Bağlama, Yücesoy, Uzunboylu and Özcan stated in
Application reliability form has been prepared by 2017 that the use of infographics in maths lesson
the researcher. Application reliability was 100% in can be effective for students who has learning
all sessions in all participants. disability in terms of understanding the content of
the lesson, making the information they learn
Results permanent and organizing complex information. In
The aim of this study is to determine the another effectiveness study, Choi, Smith, Jung, Oh,
effectiveness of the instruction offered to students Park, & Foster (2020) aimed to examine UK's
with intellectual disabilities through direct teaching evidence-based infographic recommendations on
method and infographics in gaining the ability of physical activity for adults with disabilities and
students to use traffic signs and pedestrian introduce it to the community of disabled people in
crossings. For this purpose, the effects of the direct South Korea. As a result, this study revealed that it
teaching method on the acquisition, maintenance will contribute to motivating adults with disabilities
and generalization of the students' ability to use to participate in physical activity. In this way, it can
traffic signs and pedestrian crossings were studied be said that infographics contribute positively to
in the research. the lives of individuals who need special education.
Research findings are shown in Figure 3, the The fact that the findings obtained from the
ability of students with intellectual disability to study presented unique findings to the literature is
know the traffic signs is graphically analyzed for all considered important in terms of enabling the use
three subjects. In the figure, success percentages of of infographics and teaching practice in teaching
Emre, Canan and Aslı are listed respectively. As traffic signs and crossing skills to students with
shown in Figure 3, the number of teaching sessions intellectual disabilities. In this respect, the research
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2021, Vol. XXX, N°1, 41-50 DE CLÍNICA PSICOLÓGICA48 Meltem Haksiz, Gonul Akcamete, Mukaddes Sakalli Demirokc
is thought to contribute to the literature and special disabilities the ability to cross traffic signs and cross
education practices in the world and in our country. the pedestrian crossing. According to these
findings, it may be recommended to use direct
Conclusion and Recommendations teaching methods and infographics when teaching
As a result of this research, it was found that the traffic signs and crossing skills at a pedestrian
education offered through direct teaching method crossing. It can also be distributed to schools by
and infographics in teaching traffic signs and the converting it into a package program.
skill of crossing the pedestrian crossing to students Based on the literature and research findings,
with intellectual disabilities was effective in the recommendations for further research can be
acquisition of this skill, and concluded that the made. Firstly, individual teaching was carried out in
students who gained the skill continued the skill this research, it can be studied with small groups. In
after ten and twenty days and generalized it to this study, the teaching of traffic sign and
different environments and people. pedestrian crossing skills was studied. The effect of
Based on the research results, direct teaching method on teaching self-care skills
recommendations for practice can also be given. It presented through infographics can also be
was concluded that the education provided by examined. The infographics developed in this study
direct teaching method and infographics were can also be studied with students in different
effective in teaching the students with intellectual disability groups.
Figure 2. Graphical Analysis of the Participants' Figure 3. Graphical Analysis of the Participants'
Level of Acquisition of the Target Skill. Level of Acquisition of the Target Skill.
B= Starting Level; S= Teaching Sessions; P=Polling B=Starting Level; S= Teaching Sessions; P=Polling
Sessions; F=Monitoring Sessions; Sessions; F=Monitoring Sessions;
G=Generalization Sessions G=Generalization Sessions
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