The effectiveness of an education program adapted for improving the competence levels of teachers who work with students with intellectual disabilities in terms of teaching methods and techniques

This research investigates the effectiveness of a teacher education program aimed at improving the competencies of educators working with students with intellectual disabilities, with a particular emphasis on teaching methods and techniques. A mixed-methods design was employed, integrating both qualitative and quantitative approaches. Thirty teachers were assigned to the experimental group and another thirty to the control group. Both groups completed a pre-test prior to the training. Subsequently, the experimental group participated in the “Methods and Techniques Field Teacher Competence Program,” while the control group received no formal training, though they attended supervisory meetings. Following the program, a post-test was administered to both groups, and the data were analyzed using independent sample t-tests. The findings indicate that teachers of students with intellectual disabilities demonstrated deficiencies in direct teaching methods, chain teaching methods, applied behavior analysis, and errorless teaching strategies. The training program was effective in enhancing teachers’ competencies in these areas. While no significant differences were observed between pre-test scores of the experimental and control groups, post-test results revealed a significant advantage for teachers who participated in the program. Participants also reported that the training was beneficial and contributed to their professional development.