Fostering exploratory learning in students with intellectual disabilities: how can tangibles help?

Abstract

Students with intellectual disabilities tend to be reliant on other people's opinions and attitudes, and fear taking initiatives. Thus, they are reluctant to independently undertake activities of exploratory learning -- a pedagogical approach recommended by constructivist theories. This research aims to investigate how different aspects of tangibles, like physicality, multisensory and dynamic feedback, can better support more independent exploration for students with intellectual disabilities.