Abstract
Objective: This paper examines how cognitive load theory can inform instructional design for learners with special educational needs. Drawing on the distinction between biologically primary and biologically secondary knowledge, it explores the proposition that some competencies typically acquired through biologically primary learning may function more like biologically secondary knowledge for learners with special educational needs, thereby requiring explicit instruction and structured support.Method: Using a conceptual synthesis approach, the paper integrates cognitive load theory with research on autism spectrum disorder, attention-deficit/hyperactivity disorder, learning disabilities, and intellectual disability.Results: Across these populations, difficulties in foundational social, attentional, language, and cognitive processes may increase reliance on conscious processing, working memory, and knowledge acquisition. This perspective provides a unified framework for understanding why instructional approaches that minimise unnecessary cognitive load and support knowledge acquisition may be particularly beneficial.Conclusions: Cognitive load theory provides a useful framework for understanding instructional needs and informing educational design in special education. The framework offers a theoretical basis for explaining the effectiveness of instructional supports and guiding the development of more effective educational interventions.
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