“Teachers would do well to have a clear idea of their student learning needs, so they are able to use a checklist approach to ensure the outcomes which need to be covered. Think about curriculum areas as well as individual needs such as fine motor skills, communication, interpersonal skills, body language, self expression etc. in creating content for students.”

– Anne Vize

This article looks at IBL in relation to Special Education, which was a specific topic that I had wanted to explore during my inquiry project – how do we get varied learners engaged with IBL. Anne Vize covers the advantages and disadvantages of IBL in relation to special education – as inquiry puts the onus on the students to create and implement a project, this allows them to work on their “softer skills” such as teamwork and cooperation, as well as planning, organization and creativity, all of which are skills that varied students often need to focus on and develop. It would be a challenge for the teacher. They would still be in a facilitator role, but their guidance and collaboration between home and school would be necessary, as if they were working with a students new to IBL. Vize repeats the point that IBL, with or without varied students, is more work for the teacher in that there is a lengthier marking process and that planning would have to be done far in advance, but the benefits of IBL outweigh the work, as long as a teacher is willing.

Vize, A. (2012, February). Inquiry Based Learning in Special Education [Web Log Comment]. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/17827-advantages-and-disadvantages-of-inquiry-based-learning