Self- regulated Learning and Well-being in Mainstream Classrooms: Focussing the Lens on Students with Learning Disability
Journal Title: International Journal of Educational Science and Research (IJESR) - Year 2018, Vol 8, Issue 1
Abstract
Research investigation in both general as well as special education has recently developed a lot of focus around self-regulation, generally and self-regulated learning, in particular. Research has informed us and provided evidence that for teaching struggling learners, students facing learning issues and students with learning disabilities, self-regulated strategies have proved to be a promising approach. This paper attempts to throw light on Self-Regulated Strategy as a sustainable intervention strategy for students’ with learning disability. The discussion in the paper is based on the ‘Self- Regulated Strategy Development’ model of self-regulation. The intervention package was based on reading and writing strategies provided through the self-regulated strategies development model. The intervention provided is comprised of a package of thirty interventions. The first ten focused on reading strategies, while the remaining were writing strategies. The entire package covered a whole range of reading and writing strategies, starting from basic reading strategies to editing and revising strategies. The paper also tries to sketch a relationship between self-regulated strategy and selfefficacy, with special reference to students’ with learning disability. Similarly, a link has also been drawn between selfregulated strategy and well-being with special reference to students’ with learning disability
Authors and Affiliations
PUNEET SANDHU, DAZY ZARABI
Keywords
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- EP ID EP277881
- DOI 10.24247/ijesrfeb201811
- Views 121
- Downloads 0
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