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ERIC Number: EJ1128131
Record Type: Journal
Publication Date: 2016-Nov
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0268-2141
Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self-Regulated Learning Strategies
Pui, Winnie Sin Wai
Support for Learning, v31 n4 p329-346 Nov 2016
The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self-confidence of students with learning difficulties. An in-depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self-regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers' diaries and students' interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A