Abstract
This study examined decision-making support in the special needs education class for children with intellectual disabilities using the teaching method of choice making. Two children who had not started voluntary activities or requests participated in the study. Four opportunities were provided. They were based on individual support plans and activity experiences and constituted behaviors of choice that were not currently observed. At each opportunity, the choices were presented, and instructions were given consecutively. As a result, choice behavior became spontaneous for both children. The evaluation was performed using a multiple baseline design. In the activities that teachers require, it is important to set up choice opportunities and guide choice behavior so that children can express their intentions and actualize them. In addition, it is suggested that teachers improve students’ decision-making through individualized choice-based instructional plans.
