Errorless Teaching Methods in Teaching Science to Students with Disabilities: Systematic Review

Introduction: The use of effective teaching methods in special education is frequently emphasized in the literature. Errorless teaching methods are particularly effective in teaching academic skills. Similarly, errorless teaching methods are effective in science teaching. However, teachers mostly need knowledge and practice about effective teaching methods such as errorless teaching methods. Method: In this study, the studies using the single-subject experimental research method in which errorless teaching methods are applied in science teaching to students with disabilities were examined in terms of certain variables with the descriptive analysis approach. Findings: The research includes 19 studies published in national and international peer-reviewed journals between 2000 and 2020. The studies have been examined in some variables. It was found that the studies mostly used multiple baseline and multiple probe designs; 64 participants were included in the studies, and most of the participants had intellectual disability and autism spectrum disorder. In addition, constant time delay and simultaneous prompting teaching methods were used mostly. Discussion: With this study, it is expected that the number of national studies may increase in which errorless teaching methods are applied and single-subject research models are used in the teaching of academic skills such as science to students with special needs. Conclusion: It is seen that errorless teaching methods are quite effective in science teaching in special education. Suggestions: The subject of effective methods can be added to teachers' in-service training programs. Studies on this issue can be increased in the national literature.