The present study aimed to examine effectiveness of adapted/created/enhanced (ACE) stories in teaching concepts related to public places to educable mentally impaired students aged 8 to 14 years. The study used a single-subject method and an AB design. The sample consisted of 6 female educable mentally ...
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The present study aimed to examine effectiveness of adapted/created/enhanced (ACE) stories in teaching concepts related to public places to educable mentally impaired students aged 8 to 14 years. The study used a single-subject method and an AB design. The sample consisted of 6 female educable mentally impaired students who aged between 8 and 14 years. Six researcher-made stories whose validity had been approved by experts in the field were used for teaching six concepts related to three public places, including the park, the store and the restaurant. Baseline data were gathered from three sources: teacher, parent and researcher. Each story was then read to the students over five 30-minute (max.) sessions. To test if any information was learned by the students, students were assessed a week after the sessions were over. The results from analysis of the data indicated that the ACE stories had a positive effect on learning concepts related to the three public places by the mentally impaired children: Two children had learned 5 of the 6 concepts and the rest four children had learn all the 6. We suggest that ACE stories should be used in teaching concepts related to other topics to educable mentally impaired students.