Researchers concur that self-regulated learners assume increased responsibility for their own behavior and learning over time by strategically setting and planning to meet goals, monitoring and evaluating their progress, and using feedback to adjust their performance. Difficulties with self-management skills (e.g., goal-setting, self-direction, self-monitoring) among students with disabilities is a common concern expressed by both general and special educators. This article offers a process and a tool to help educators identify practices that promote student self-regulation, self-assess their personal use of these practices using an inventory grounded in research, and implement practical techniques to make classroom environments and instruction more supportive of self-regulation for students with disabilities and other struggling learners.
Supporting Student Self-Regulation to Access the General Education Curriculum
Publish date:
03/21/2016
Publication Volume:
48
Publication Issue:
5
Journal Name:
TEACHING Exceptional Children