1. bookVolume 72 (2019): Issue 1 (January 2019)
Journal Details
License
Format
Journal
eISSN
2657-3628
First Published
27 Feb 2019
Publication timeframe
1 time per year
Languages
English
access type Open Access

Empowering Voices of Students with Learning Difficulties – Implementing Self-Regulated Learning Strategies in a Special School through Participatory Action Research

Published Online: 03 Apr 2020
Volume & Issue: Volume 72 (2019) - Issue 1 (January 2019)
Page range: 125 - 144
Journal Details
License
Format
Journal
eISSN
2657-3628
First Published
27 Feb 2019
Publication timeframe
1 time per year
Languages
English
Abstract

This paper focuses on how self-regulated learning strategies can provide opportunities for students with learning difficulties to express their ideas and reflect on their learning progress. A qualitative, multiple-method research design was used for this participatory action research in a special school in Hong Kong. Data were collected for an academic year in a Form 5 (Year 12 in the UK) class setting. The ‘C. Ind. Le Coding Scheme’ from Whitebread et al. (2009) was used in the data analysis, providing an indicator of verbal and non-verbal self-regulation. My study indicates that the teachers’ guidance and feedback could foster the students’ expressive capability. The students actively shared their ideas, and appreciated everyone’s uniqueness in their school learning. This paper offers examples of how to implement self-regulated learning strategies at subject teaching (teacher-level) and learning (student-level), this promotes and supports the voices of students with learning difficulties in a special educational context.

Keywords

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