Project-based learning for all? An examination of the approach for students with disabilities

Abstract

Project-based learning is popular among educators and has been touted as an educationally viable option for all learners, yet limited empirical research exists to demonstrate its effectiveness with students with disabilities. In this paper, the authors investigate the alignment of project-based learning elements with high leverage practices in special education and enhanced anchored instruction, a similar problem-based learning approach with an evidence base with students with disabilities. Project-based learning shares multiple common elements with high leverage practices and enhanced anchored instruction, suggesting that it has the strong potential to be an effective approach for use with students with disabilities. Systematic research needs to be conducted with various groups of students with disabilities across grade levels and content areas to support the claim “project-based learning for all.”

Keywords:

• Enhanced anchored instruction
• high leverage practices
• project-based learning
• students with disabilities

Disclosure statement

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

Additional information

Notes on contributors

Jeanette A. Wertz

Jeanette A. Wertz is a doctoral candidate at Binghamton University, State University of New York.

Candace A. Mulcahy

Candace A. Mulcahy PhD, is an associate professor of special education at Binghamton University, State University of New York. Her research interests include education policies and practices that lead to school inclusion and exclusion for children and adolescents with learning and behavioral concerns. She has coordinated and implemented professional development in public schools, alternative education, and juvenile corrections. Dr. Mulcahy has consulted with state and local agencies on the provision of appropriate education services to at-risk and incarcerated youth.