<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>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.</p>
</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.

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

Polish Journal of Educational  Studies

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This paper focuses on how self-regulated learning strategies can provide opportunities for students with learning difficulties to express their ideas and...

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

Data publikacji: 03 kwi 2020

Zakres stron: 125 - 144

DOI: https://doi.org/10.2478/poljes-2019-0009

Słowa kluczowe
students with learning difficulties, student voice, self-regulated learning strategies, special educational curriculum design, Hong Kong

© 2019 Winnie Sin Wai Pui, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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

Data publikacji: 03 kwi 2020

Zakres stron: 125 - 144

DOI: https://doi.org/10.2478/poljes-2019-0009

Słowa kluczowestudents with learning difficulties, student voice, self-regulated learning strategies, special educational curriculum design, Hong Kong

© 2019 Winnie Sin Wai Pui, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
students with learning difficulties, student voice, self-regulated learning strategies, special educational curriculum design, Hong Kong