Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self-Regulated Learning Strategies

Autor/in	Pui, Winnie Sin Wai
Titel	Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self-Regulated Learning Strategies
Quelle	In: Support for Learning, 31 (2016) 4, S.329-346 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12141
Schlagwörter	Foreign Countries; Individualized Instruction; Curriculum Design; Student Needs; Learning Disabilities; Special Education; High School Students; Academic Achievement; Learning Strategies; Self Esteem; Lesson Plans; Case Studies; Special Schools; Mixed Methods Research; Participatory Research; Action Research; Program Implementation; Observation; Video Technology; Diaries; Interviews; Teacher Attitudes; Student Attitudes; Values; Skill Development; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Individualisierender Unterricht; Lehrplangestaltung; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-esteem; Selbstaufmerksamkeit; Lesson planning; Unterrichtsplanung; Case study; Fallstudie; Case Study; Special school; Sonderschule; Forschungstätigkeit; Projektforschung; Beobachtung; Diary; Tagebuch; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Wertbegriff; Kompetenzentwicklung; Qualifikationsentwicklung; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01