A Handbook of Reflection for Young People with Learning Difficulties: theory and practice

Abstract

Youth with learning differences have considerable difficulties in reflecting on what they learn and expressing their thoughts and feelings. This becomes evident when participating as an observer in outdoor activities for youth with learning differences, organized by Helsingin seudun erilaiset oppijat ry. (HERO, Different learners of the Helsinki region). The participants need substantial help in practicing reflection and developing their reflection skills. Therefore, a collection of systematic and theoretically supported reflection exercises was designed to promote the participants’ social and emotional development. The goal was to integrate reflection exercises in the class and thus enthuse the youth to make reflection a daily ritual.

The research consisted of a time of participatory observation aimed at gaining a better understanding of the target group and the setting in which the group activities take place. After that, an extensive study was made of the literature related to the theory of learning, with a particular focus on social and emotional learning, experiential and reflective learning, and the challenges of learning to reflect for youth with learning difficulties. Also empirical research was included. One paper appeared extremely relevant to this specific project and was therefore covered in detail in this thesis. Based on practical and theoretical findings, a systematic and progressive sequence of reflection exercises was designed and collected appropriate for the Kite course.

This thesis provides hands-on advice and exercises for instructors to help different learners learn and practice in-depth reflection. It also shows how instructors can motivate reflective learning and advance social and emotional development by intentionally serving as role models. Modeling reflection can help build lifelong reflection habits that support different learners’ personal development.

The exercises in this thesis have not yet been implemented in HERO’s courses due to organizational issues. When they have, instructors’ interviews and participants’ questionnaires will help adapt and develop these exercises and create new exercises based on the theoretical and empirical foundations provided in this thesis.

This handbook will undoubtedly benefit not only HERO’s Kite course for different learners but instructors and teachers as well as participants and students, irrespective of age or learning difficulties, in a wide variety of indoor and outdoor settings.