Curriculum adaptation in special schools for students with intellectual disabilities (SID): A case study of project learning in one SID school in Hong Kong

Jia-Wei ZHANG, Lam WONG, Tak-Hang CHAN, Chi Shing CHIU

Research output: Contribution to journalArticle

Abstract

Using a qualitative case study approach, the authors analyzed the curriculum adaptation process for one project learning activity in School K, which is a SID school in the context of school-university collaboration. Multiple sources of data were collected for triangulation, including interviews, documents and observations. Curriculum adaptation strategies in this study were analyzed from five perspectives: instructional goals, instructional content, instructional strategies, instructional settings, and student behavioral needs. It was found that curriculum adaptation efforts could help students with ID develop potential at their own level through project learning activates and teachers could also gain professional development during the university-school collaboration process. As for future studies, enlarging the sample size, involving teachers' past orientations and motivations in the project learning process, and collecting quantitative data could all be taken into account. Copyright © 2014 Higher Education Press.

Original languageEnglish
Pages (from-to)250-273
JournalFrontiers of Education in China
Volume9
Issue number2
DOIs
Publication statusPublished - Jun 2014

    Fingerprint

Citation

Zhang, J.-W., Wong, L., Chan, T.-H., & Chiu, C.-S. (2014). Curriculum adaptation in special schools for students with intellectual disabilities (SID): A case study of project learning in one SID school in Hong Kong. Frontiers of Education in China, 9(2), 250-273. doi: 10.3868/s110-003-014-0019-x

Keywords

  • Special education
  • Students with intellectual disabilities (SID)
  • Curriculum adaptation
  • Project learning