Student perceptions of project-based learning in inclusive high school language arts

ABSTRACT

Project-based learning (PBL) in inclusive classrooms has the potential to provide meaningful and collaborative learning experiences that develop students’ academic and social-emotional learning skills. This qualitative study focuses on the voices of secondary students with disabilities (SWDs) by examining their perceptions of PBL in English language arts when compared to their peers without disabilities. We analysed interviews from 36 students in five 9th-grade, inclusive English language arts classrooms. Students in both groups expressed positive views about learning in PBL classrooms. Key themes included opportunities to feel creative, to expand their ideas about the world, to increase important literacy skills, to collaborate with peers and to make choices in their learning. SWDs differed from their peers without disabilities in their desire for scaffolded learning and teachers who are responsive to their individual needs. Additionally, SWDs shared a broader range of perspectives within each theme. Implications for PBL instruction in inclusive classrooms and special education teacher knowledge are discussed.

KEYWORDS:

• Project-based learning
• inclusion
• learning disabilities
• student perceptions
• English Language Arts

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by a grant from the George Lucas Educational Foundation.

Notes on contributors

Alison G. Boardman

Alison G. Boardman, PhD is an associate professor in Equity, Bilingualism, and Biliteracy in the School of Education at the University of Colorado Boulder. She works closely with educators to study and innovate literacy instruction across content areas in classrooms that include emergent bilingual learners and students with disabilities. Current investigations include the sustainability of project based learning (PBL) over time and ways to support students with disabilities within PBL classrooms.

Jessica B. Hovland

Jessica B. Hovland Ph.D., is an instructor and advisor at the Center for Urban Education at the University of Northern Colorado. Prior to entering higher education, Jessica taught high school English Language Arts and Social Studies in inclusive and special education classrooms. Her research interests include language and literacy development in students with disabilities, especially those who were adopted internationally, and effective literacy instruction in inclusion and special education classrooms.