Teachers' Professional Development with Peer Coaching to Support Students with Intellectual Disabilities in STEM Learning

• Published in: Educational Technology ＆ Society 2021-10, Vol.24 (4), p.86-98
• Main Authors: So, Winnie Wing Mui, He, Qianwen, Cheng, Irene Nga Yee, Lee, Theodore Tai Ho, Li, Wai Chin
• Format: Article
• Language: English
• Subjects: Active Learning; Children; Coaching; Coaching (Performance); Educational aspects; Educational Needs; Elementary School Students; Elementary School Teachers; Foreign Countries; Inquiry; Intellectual disabilities; Intellectual Disability; Mathematics; Mental retardation; Mentors; Methods; Mild Intellectual Disability; peer coaching; Peer Teaching; Peer tutoring; Professional Development; Qualitative Research; Research Methodology; School Involvement; Sciences education; Social aspects; Special education; Special Issue Articles; Special Needs Students; Special Schools; STEM Education; stem learning; Student Needs; Students with Disabilities; students with intellectual disabilities; Study and teaching; Teacher Collaboration; Teacher education; teacher professional development; Teacher Student Relationship; Teachers; Teaching Methods; Technical education; Technology Integration; Training
• ISSN: 1176-3647; 1436-4522; 1436-4522
• DOI: 10.30191/ETS.202110_24(4).0007

In recent years, STEM learning has become a new education initiative worldwide. However, little research has considered the needs of students with Intellectual Disabilities (ID) in this initiative. Believing that individuals with disabilities should be evaluated and defined by their capacity, strengths, and broad range of interests and abilities, this research investigated this less-explored perspective in STEM learning, namely supporting teachers providing STEM learning for ID students. Four teachers in two special schools for children with intellectual disabilities worked collaboratively with each other in their schools to plan and implement STEM learning. Peer coaching was recommended to the teachers in order to improve their planning of STEM learning and their teaching practices for teachers' professional development (TPD). The qualitative research methodology was used, and detailed analysis of teachers' pre- and post-TPD interviews and reflections to identify good practices that helped ID students accomplish the tasks and disparities that influenced peer coaching was performed. While challenging, with support from peers and due considerations of the special learning needs of ID students, this research provides useful insights for teachers to support ID students in STEM learning, including the use of technology in the STEM learning design, the consideration of inquiry learning based on students' abilities in implementation, and the focus on teachers' disparity and school involvement with peer coaching.