ABSTRACT
This chapter describes the origin, theoretical framework and effect of learning study in Hong Kong. One of the strengths of learning study is that it is able to tackle the challenge of catering for individual differences in classrooms. Drawing on over ten years experience in conducting learning studies, we carried out two studies in special schools in Hong Kong that provide for students with mild to moderate intellectual disability (ID). For the groups of students whose teachers were involved throughout the project, we found evidence in both schools that they achieved overall improvements in the Hong Kong Attainment Test (HKAT) scores. This led us to explore whether learning study premised on variation theory can also be applied to special schools to help students with intellectual disability learn better. We also saw how the steps of a learning study, diagnostic pre-tests, lesson planning together, trial runs, teaching cycles and evaluations help to raise the quality of teaching and learning.
