Problem Statement: Problem statement of this study consists of examination of the effect of direct teaching method on bricklaying skills in terms of evaluating effects of ergotherapy on vocational education.

Method: Bricklaying skills were taught with direct teaching method to four students with mild intellectual disability, constituting three test subjects and one substitute, who attended the 2016-2017 education-teaching year at Düzce Special Education Vocational Education Centre, affiliated to Provincial Directorate of National Education of Düzce. Information was collected from the student, parents and teachers with semi-structured interview. Students participating in the study started the bricklaying module in 2015-2016 education and teaching year and continued the same module in 2016-2017.  Data of a period of one year of ergotherapy was collected in the study. Evaluations of the student, student’s parent, teacher and observer were taken into account in the bricklaying work analysis, joint evaluation of the evaluators were cross-matched and reliability of the outputs were found at high level.

Findings: Analysis of the data revealed that the success in lime mortar preparation and bricklaying, taught with the direct teaching method was over 80%.  Findings give the impression that direct teaching method is effective in bricklaying.

In the interviews with the students, the students stated that they had overcome certain phobias and social inefficiencies they had prior to the program, and that they considered themselves efficient in terms of getting a profession and social status.

Conclusions: Based on the results of the study it has been concluded that individualized material presented with direct teaching method provided important contributions to vocational education of individuals with mild intellectual disability.

Keywords: Individuals with intellectual disability, vocational education, bricklaying skills, direct teaching method.