Problem solving is a component of observable student engagement behaviours. It has been found that novice problem solvers, and those with intellectual disability (ID), often encounter difficulties when attempting to solve problems and in transferring skills or strategies to novel settings. This chapter will examine the types of strategies students with ID draw on when presented with simple, routine problems when analysed using the Student Engagement Checklist (SEC). A conceptual approach to understanding problem solving was undertaken using the IDEAL problem solving model (Bransford & Stein, 1993) and the COATSRUAM framework (Lawson, 2008), guiding the planning and teaching across 20 reading lessons. The SEC was used to rate student behaviour during reading lessons in a single subject, alternating treatment design The results indicate that the students with ID who participated in this study do have a range of problem solving strategies from which to draw, however, they are often surface level strategies that are ineffective.
|Title of host publication||Problem Solving for Teaching and Learning|
|Subtitle of host publication||A Festschrift for Emeritus Professor Mike Lawson|
|Editors||Helen Askell-Williams, Janice Orrell|
|Place of Publication||United Kingdom|
|Publication status||Published - 2019|
Le Lant, C. (2019). Problem Solving by Students with Intellectual Disability. In H. Askell-Williams, & J. Orrell (Eds.), Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson Routledge. https://doi.org/10.4324/9780429400902