Development of a problem-solving ability learning model for children with intellectual disabilities

Area of Science:

• Special Education
• Cognitive Psychology
• Curriculum Development

Background:

• Enhancing problem-solving abilities (PSA) is crucial for independence in children with intellectual disabilities.
• The initial PCTL model integrated phenomenon-based learning (PhBL), cognitive coaching (CC), task analysis (TA), and optimal learning environments (LE).

Purpose of the Study:

• To develop and validate a framework to enhance problem-solving skills in children with intellectual disabilities.
• To refine the PCTL model by incorporating expert feedback and expanding its components.

Main Methods:

• A two-phase approach: systematic literature review and expert evaluation.
• Eight educational experts assessed the model's feasibility, utility, propriety, and accuracy.
• Quantitative and qualitative feedback were used to refine and expand the model into PCTL + PSA.

Main Results:

• The PCTL model was validated by experts, confirming its practical applicability.
• The PCTL + PSA model was expanded to five key components for developing PSA.
• High scores were achieved across evaluation dimensions, particularly utility (mean = 4.69).

Conclusions:

• The PCTL + PSA model is a validated, practical framework for enhancing PSA in children with intellectual disabilities.
• The model supports inclusive education by providing actionable strategies for educators.
• A supportive learning environment (LE) is vital for maximizing the model's effectiveness.