The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self-confidence of students with learning difficulties. An in-depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self-regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers' diaries and students' interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.

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This paper focuses on how self-regulated learning strategies can provide opportunities for students with learning difficulties to express their ideas and reflect on their learning progress. A qualitative, multiple-method research design was used for this participatory action research in a special school in Hong Kong. Data were collected for an academic year in a Form 5 (Year 12 in the UK) class setting. The ‘C. Ind. Le Coding Scheme’ from Whitebread et al. (2009) was used in the data analysis, providing an indicator of verbal and non-verbal self-regulation. My study indicates that the teachers’ guidance and feedback could foster the students’ expressive capability. The students actively shared their ideas, and appreciated everyone’s uniqueness in their school learning. This paper offers examples of how to implement self-regulated learning strategies at subject teaching (teacher-level) and learning (student-level), this promotes and supports the voices of students with learning difficulties in a special educational context.

Play is an important vehicle for developing literacy, cognition, and social competence in early years settings. In this paper, a qualitative case study in a private kindergarten in China indicated how children could learn and appreciate their own culture in a thoughtfully designed play-based setting. Thirty kindergarten teachers from 15 classes consisting of 431 children in total participated in this study. Based on field notes, audio and video recordings, and teachers’ self-reflective notes, the study explored the play-based setting within a curriculum framework, i.e. the Early-years Whole-person Global-mindset Curriculum Framework (ewgc). The results showed that the play-based setting supported young children to form their own cultural identities and enhanced children’s development in general.