Abstract
This study examined the applicability of chemistry-based activities developed for middle school students with mild intellectual disability and explored students’ views on these activities. The research was designed within a qualitative research framework. The participants consisted of 10 middle school students with mild intellectual disability enrolled in the 6th, 7th, and 8th grades. Data were collected through semi-structured interviews conducted with the students and social validity forms administered to teachers. The collected data were analyzed using content analysis. Within the scope of the study, three activities were designed to concretize chemistry concepts and relate them to daily life, and these activities were implemented in a laboratory setting. The findings indicated that students actively participated in the activities, found the implementation process enjoyable, and expressed satisfaction with the products they created at the end of the activities. All students evaluated the laboratory-based activities and the cologne-making activity positively. In addition, the self-monitoring recording forms used during the activities were found to support students’ ability to follow the activity steps. Teachers’ views also revealed that the activities supported students’ participation in lessons and their motivation toward learning.