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Cognitive Apprenticeship for Learners with Special Needs

An Alternate Framework for Teaching and Learning

Jay W. Rojewski, PhD, is an assistant professor of vocational special needs education in the Department of Occupational Studies, The University of Georgia. His research focuses primarily on the impact of learning disabilities and economic disadvantage on the career development and career decision making of rural adolescents preparing for the transition from school to work.

John W. Schell, PhD

John W. Schell, PhD, is an assistant professor in the Department of Occupational Studies, The University of Georgia. His research centers on aspects of situated cognition that explore how novice workers acquire and use advanced (higher order) knowledge to solve complex problems in the workplace, and the implications of these processes on the vocational preparation of American workers. Address: Jay W. Rojewski, Department of Occupational Studies, 624 Aderhold Hall, The University of Georgia, Athens, GA 30602–7162.

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

Remedial and Special Education, Vol. 15, No. 4, 234-243 (1994)
DOI: 10.1177/074193259401500405


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