Comparing the Effects of Cognitive-Active, Cognitive-Inactive and Multi-sensory Instruction on the Recall of Students with Mild Intellectual Disabilities

The aim of this research is to compare the efficacy of three different cognitive methods of instruction on the recall of children with mild intellectual disabilities. Research design is quasi-experimental. Population of study consists of all intellectually disabled male students in karaj province. The sample of study includes 60(4th grade) male students with mild intellectual disabilities. They were selected through in access sampling from Exceptional Schools. The selected students were randomly assigned to three experimental groups and one control group. Data analyzed by using descriptive statistics, ANOVA and Tukey’s follow-up test. The results show that all three methods, in compare with control group, significantly improve the abilities of students. However, there was no significant difference between cognitive-active and multi-sensory methods, but there was a significant difference between the impacts of cognitive-active and cognitive-inactive; and multi-sensory and cognitive-inactive methods. It can be concluded that training of cognitive strategies was more effective on recall of children with intellectual disabilities than passive learning and causes better recall.