Cognitive Apprenticeship for Learners with Special Needs

Abstract

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

Perceptions of the Value of Problem-based Learning among Students with Special Needs and Their Teachers

“…Ibler (1997), Pogrow (1988), and Rojewski and Schell (1994) argued that the existence of special needs curricula that focus on students' ability to learn facts encourages students to memorize information rather than use the information in new contexts. Means and Knapp (as cited in Rojewski & Schell) wrote that as a result students with special needs are often caught in a "repetitious cycle of basic skills remediation" (p. 235).…”

“…Though current instructional methods and strategies (e.g., inclusion, behavioral modification, social skills training) used in special education have shown a significant effect on the academic achievement of students with special needs (Hanushek, Kain, & Rivkin, 2002), many teachers and researchers within the special education community (Ibler, 1997;Pogrow, 1988;Rojewski & Schell, 1994) have called for new methods to help such students make even greater academic gains and to ensure transfer of their learning to new contexts. Ibler (1997), Pogrow (1988), and Rojewski and Schell (1994) argued that the existence of special needs curricula that focus on students' ability to learn facts encourages students to memorize information rather than use the information in new contexts.…”

Career Indecision Amongst Prospective University Students

“…The term career indecision has been widely used with reference to problems relating to career development, particularly problems in making career-related decisions (Rojewski, 1994). Career indecision in the context of university students has been defined as the inability to select a university major or occupation .…”

“…Career indecision in the context of university students has been defined as the inability to select a university major or occupation . Rojewski (1994) stated that career indecision has become an increasingly important construct in the theory, research and practice of career development. According to Greenhaus and Callahan (1992) career indecision has for many years been recognised as significant in the contexts of high school and college students.…”

“…Yet many researchers advocate the need for further research and interest in this field (BeerlaII, 1997;Cohen, Chartrand & Jowdy, 1995;De Bruin & Nel, 1996;Fouad, 1994;Fukuyama, Probert, Neimeyer, Nevill & Metzler, 1988;Fuqua, Blum & Hartman, 1988;Lucas, 1993;Naicker, 1994b;Newman, Fuqua & Minger, 1990;Niles, 1997;Rojewski, 1994;Whiston, 1996). De Bruin and Du Toit (1997) maintained that the high psychological and financial costs which may be caused by career indecision could be an underlying factor in the continued interest in the field.…”