Leveling the Playing Field: Supporting Students With Learning Disabilities Who Struggle With Executive Function

• In Event: Applied Research on Cognition and Learning in Schools

Abstract

Students who struggle with executive function (EF) are more likely to struggle in achievement and in their ability to manage goal directed behaviour, particularly in novel circumstances. This action research study of middle school teachers’ collaborative inquiry into learning design to promote EF development revealed a shift from transactional perceptions to more holistic perceptions of instructional design possibilities. Data indicated that the professional learning design provided teachers the context to engage in developing a richer understanding of EF and their subsequent capacity to make impactful learning design decisions to promote successful development. There were positive impacts on teacher confidence and self-efficacy. Further, a practical model was developed based on their collective learnings.

Authors

• Dana Braunberger, University of Calgary

• Sarah Hamilton, Mount Royal University