Training and assessment of analogical reasoning in students with severe learning difficulties

Abstract

Inductive reasoning is considered to be an important element of thinking and learning that is particularly problematic for those with moderate and severe learning difficulties. This paper outlines a series of studies which explore some of the difficulties encountered by such populations. The development, and subsequent employment, of an individually administered Analogical Reasoning Learning Test with children with severe learning difficulties is then outlined. Findings suggest that two groups could be identified; those who could utilise support from others to solve the items (learners) and a second group who found assistance to be of little value in raising their performance (non learners).