Inquiry learning in a special education setting: Managing the cognitive loads of intellectually disabled students

Inquiry learning in a special education setting: Managing the cognitive loads of intellectually disabled students

• Lee, Theodore T. H. The Hong Kong Institute of Education
• So, Winnie W. M. The Hong Kong Institute of Education

European Journal of Special Needs Education, 30(2), 156-172, 2015

Routledge

2015

• E 特殊教育
  • EB 智力障礙者之教育

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This study investigates the use of inquiry learning (IL) approach for intellectually disabled (ID) students. It draws on findings from the trial lessons of 6 classes of ID students in a project developing an adapted General Studies Curriculum for ID students at primary level. Data analysis focuses on examining how IL was employed for ID students. Evidences were collected from lesson plans, video-taped teaching periods and post-lesson reflection of teachers to identify teaching strategies of applying IL for ID students. These strategies, which were classified into seven aspects of concern, were put under scrutiny from the perspective of Cognitive Load Theory to uncover the foundation and effect of these strategies on enabling IL opportunities for ID students. The study concludes that teachers should take an active role to ensure the appropriate IL process to cater the students' learning needs so as to develop their fundamental skills for inquiry.
[Copyright of European Journal of Special Needs Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/08856257.2014.986907]

• 英文

期刊論文

• 08856257

• 10.1080/08856257.2014.986907

https://bibliography.lib.eduhk.hk/tc/bibs/f1112142

2015-10-16