The aim of this study was to determine the effectiveness of the schematic organizer presented to three students with multiple disabilities (those who had low vision and were affected by intellectual disabilities) to teach the subject of "life cycle of frogs", which was one of the science subjects, and whether individuals maintained what they learned on the 7th, 15th and 21st day following the instruction. The study was carried out with three students with multiple disabilities attending a school for the visually impaired and special education class in Ankara. Multiple probe model was used in the study. Teacher and family interview forms, skill checklist, criterion dependent measurement tools, implementation reliability and social validity forms were utilized in data collection. The schematic organizer presented through direct teaching method was effective in teaching the "life cycle of frogs". All participants were able to independently carry out the target skill.