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Caroline Oestreich

Discipline: Education

Project Summary

Metacognition in learners considered as having severe learning difficulties (SLD).

Main aim of the research

To explore the potential for metacognition in learners considered as having severe learning difficulties (SLD).
Specific research objective:
To ascertain whether metacognition occurs in learners considered as having SLD in order to inform further development in this field.

Metacognition

The origins of the concept of metacognition trace back to cognitive psychology, itself being an element of cognitive research, since the 1970s (Nelson, 1996). The term, metacognition, was first introduced by John Flavell in 1979. Cognition describes the mental processes of acquiring knowledge and understanding through thought, experience and the senses (Papaleontious-Louca, 2008). Metacognition takes this a step further referring to second order cognitions; essentially it means cognition about cognition, thinking about thinking, knowledge about knowledge or reflections about actions (Flavell, 1979). A number of authors and researchers (Jacob and Paris, 1987; Hattie, 2012; EEF, 2016) have suggested that metacognition has a positive impact on learning making it a potentially valuable tool in education and one that may also prove valuable for learners considered as having SLD

Severe Learning Difficulties

The term, ‘severe learning difficulties’ (SLD), has been used to describe individuals who have ‘intellectual disabilities’ of a severe nature. The term, SLD is intended to reflect chronic deficits in cognitive capacity which, first occur in the developmental period and generally implies significant weaknesses in learning abilities, communication, personal skills, and/or sensory and physical development (Westling et al., 2014). Not only is this a broad and very general definition, it encompasses a plethora of very different individuals. Each individual may come with a number of very different, and even contrasting, characteristics.

Metacognition for Learners with Severe Learning Difficulties

The educational implication of the application of metacognitive strategies is to support learners to develop the skills they need in order to control their own learning and learn how to learn. Whilst research in these areas continue to develop (Papalleontiou-Louca, 2008; Dunlosky & Metcalfe, 2009; Larkin, 2010), there appears to be little research into the impact of these processes when applying them to learners considered to have SLD. SLD is in itself a vast topic which includes a number of arguable definitions and theoretical discussion.
in order to develop metacognition for learners with SLD, it would be essential, in the first instance, to ascertain whether metacognition can occur in learners considered as having SLD given their chronic defects in cognitive capacity which may impact on metacognitive capability.

Purpose of the Research

In order to move towards finding out whether metacognition has a positive impact on learners considered as having SLD and to begin to develop the and adapt metacognitive strategies for learners considered as having SLD, in the first instance, it would be necessary to ascertain whether metacognition can occur in learners considered as having SLD. The purpose of the research, therefor, will be to ascertain whether metacognition occurs in learners considered as having SLD in order to inform further study into the potential impact and development of metacognition in learners with SLD.