Enhancing the cognitive ability of low ability students has been an important issue in teaching and learning. Inquiry learning has been proposed as one of the effective ways in raising the cognitive ability of students. However, people argue that students with intellectual disabilities lack the cognitive ability to benefit from inquiry learning and there is limited research in this area. In inquiry learning, both the content and procedural knowledge are critical, but delivering the knowledge that fosters the inquiry process is challenging, particularly for ID students. This study draws on 10 lesson designs on inquiry learning, developed by a group of special school teachers who participated in a project of an adapted primary subject curriculum for ID students in Hong Kong. Based on the Curriculum Decision Making Model, this study identified the instruction strategies used in lesson planning. Findings show that both adaptation and augmentation strategies were applied by teachers in their lesson planning for presentation and representation of learning contents, and to facilitate development of students’ learning strategies and metacognitive skills. These strategies are examined with the framework of Cognitive Load Theory to determine how these strategies facilitate ID students’ inquiry process. The study concludes with strong evidence from teachers’ lesson designs that the adaptation and augmentation strategies can positively help to manage the cognitive load of the ID students, enabling them to acquire the knowledge for the inquiry learning. Copyright © 2017 The Education University of Hong Kong.
|Publication status||Published - Nov 2017|