Project based learning in special education

Abstract

Traditional special education instructional models heavily rely on passive, drill-based instruction, often inadvertently fostering prompt-dependency and disengagement among students with disabilities. This quasi-experimental, convergent parallel mixed-methods study examined the impact of an adapted Project-Based Learning (PBL) framework on student engagement, intrinsic motivation, and academic achievement. The intervention was conducted over four weeks across five elementary learning support pull-out classrooms (N = 30, ages 5-11) serving students diagnosed with Autism Spectrum Disorder (ASD), Specific Learning Disabilities (SLD), and Emotional/Behavioral Disorders (ED/OHI) at an urban public charter school. Quantitative measures included the Student Engagement Instrument (SEI), an adapted Intrinsic Motivation Inventory (IMI), and standard-aligned pre- and post-assessments. Qualitative data comprised semi-structured teacher and student interviews (n = 10), bi-weekly classroom observation checklists, and student project artifacts. Quantitative analysis revealed statistically significant improvements in total student engagement (t(30) = 14.32, p < .001), intrinsic motivation constructs of perceived competence (t(30) = 11.20, p < .001) and interest/enjoyment (t(30) = 13.85, p < .001), and academic mastery in core math and literacy standards (+22.4% score gain). Qualitative findings demonstrated a shift from prompt-dependence to visual autonomy, driven by step-by-step visual protocols and bounded choice. The results demonstrate that scaffolded PBL provides an effective, inclusive alternative to passive instruction without sacrificing standards or accommodation mandates.