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

Research output: Other contribution

Abstract

This seminar reports on a study that investigated the use of inquiry learning (IL) approach for intellectually disabled (ID) students. It drew 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 focused on examining how IL was employed for intellectually disabled 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 concluded that teachers should take an active role to ensure the appropriate IL process to cater the studetns' learning needs so as to develop their fundamental skills for inquiry.
Original languageEnglish
Publication statusPublished - 2015

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special education
learning
student
teacher
teaching strategy
learning process
data analysis
video
curriculum
Teaching
evidence

Citation

Lee, T. H. T. (2015, April). Inquiry learning in a special education setting: Managing the cognitive loads of intellectually disabled students. Seminar conducted at The EPL Research Seminar, The Hong Kong Institute of Education, China.