Self-Regulated Learners: A Comprehensive, Translational Framework for Students with Learning Disabilities

Autor/inn/en	Johnson, Evelyn; Masser, Julianne S.; Spears, Lindsey
Titel	Self-Regulated Learners: A Comprehensive, Translational Framework for Students with Learning Disabilities
Quelle	In: Exceptionality, 31 (2023) 1, S.52-68 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Evelyn) ORCID (Masser, Julianne S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.1938063
Schlagwörter	Metacognition; Students with Disabilities; Special Education Teachers; Educational Change; Intervention; Evidence Based Practice; Individualized Instruction; Instructional Design; Psychoeducational Methods; Clinics; Psychologists; Social Work; Teacher Attitudes; Counselor Attitudes; Elementary Secondary Education; Higher Education; Graduate Students; Specialists; Self Determination; Learning Strategies; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsreform; Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Psychologist; Psychologe; Psychologin; Soziale Arbeit; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Selbstbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Recent advances in the science of learning and development suggest that education reform efforts will require approaches that attend to the needs of the whole student, to include intensive interventions for students who face barriers to learning, such as students with learning and attention disorders. Although the science of learning and development has been informed by research from multiple disciplines, special education teachers will be the primary drivers of this work. As such, they need a framework and tools to guide intervention that relies on the use of individualized, integrated, evidence-based strategies that support the varied self-regulatory challenges of students with learning and attention disorders. To address this need, we drew from both clinical practice and research, to develop a translational framework of self-regulated learning. We discuss how the five competencies of the framework can be used to design and deliver intervention to students with learning disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01