Two interventions that enhance the metacognition of students with disabilities: Cognitive cue cards and correspondence training.

Authors

  • Garth Richie Group Special Ed

DOI:

https://doi.org/10.54322/kairaranga.v6i2.36

Keywords:

metacognition, learning difficulties, cognitive techniques

Abstract

This paper outlines and reviews two types of interventions used with students with learning disabilities. Cognitive cue cards are regarded as a form of cognitive intervention and correspondence training is regarded as a behavioural intervention. It is concluded that both kinds of interventions are valuable and result in improvements in the metacognitive
capabilities of learners with learning disabilities.

Author Biography

  • Garth Richie, Group Special Ed

    Dr Garth Ritchie is a psychologist working with Group Special
    Education, Hamilton. He owes much to his eleven-year-old
    son for his involvement in Special Education as it was
    through him that he developed a commitment to inclusive
    education. Previuosly he was a lecturer at the University
    of Waikato.

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Published

01-07-2005

Issue

Vol. 6 No. 2 (2005)

Section

Vol 6 Iss 2

License

Copyright (c) 2022 Garth Richie

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Two interventions that enhance the metacognition of students with disabilities: Cognitive cue cards and correspondence training. (2005). Kairaranga, 6(2), 25-32. https://doi.org/10.54322/kairaranga.v6i2.36