The development of self-regulated strategies with pupils with learning disabilities

Students with learning disabilities may also have a lack of ability to use self-regulation. These students not only have deficits in certain areas of learning, but also face difficulties, because they do not know how to learn, they are not active in the process of learning, they do not set goals, they are not motivated and they are not aware of all the processes that occur when learning happens. In this master's thesis we were discovering, how to develop self-regulated strategies for students with learning disabilities. We prepared an intervention programme. The programme was based on a theory of self-regulated learning. We used the circle model of self-regulated learning from Zimmerman and the four-component model of self-regulated learning. Both models include a cognitive and motivational area of learning. We performed a qualitative research. First we introduced the results of a preliminary action research. Then we presented a multiple case study. We chose three seventh grade students with learning disabilities, who also have difficulties in using self-regulated learning. We checked them at the beginning and at the end of the intervention programme with the same instruments. After assessment we prepared a specific intervention programme which included both, strong and weak areas of learning. We were promoting the use of metacognitive and motivational strategies, so that students become more aware of their learning and were, at the same time adjusting their motivational beliefs. The intervention programme lasted for four months. To collect details, we used a qualitative content analysis with an open coding and category forming. First, we analysed each case separately, then we made a comparative analysis. We used a triangulation of methods (a questionnaire, an interview and observation) and a triangulation of sources (students, parents, teachers and a researcher) to achieve more reliable results. Our details were gathered in a natural environment, the whole phenomenon was observed for a longer time period, so we can conclude that our research has an ecological validity. We found out that promoting use of self-regulated strategies has a great effect. Students in our research have shown progress in using learning strategies and in metacognitive awareness. They have changed their motivational beliefs, their academic achievement has improved as well. When we talk about developing self-regulated learning, we should consider all, the cognitive, metacognitive and motivational areas. Motivation is the key to successful learning. Before participating in the research students didn't set goals, they had many negative emotions and low self- efficacy. When they learned to regulate their emotions, they began to set goals and started to learn. Our intervention programme has proved successful, so we propose a model for developing self-regulated strategies for students with learning disabilities. First we perform an assessment of learning. We want to know, what the problem is, which difficulties a student has. Then we find out which learning and self-regulated strategies he already uses. We check how a student selects and uses strategies at specific tasks. Our assessment helps us to form an intervention programme, where we include goals for cognitive, metacognitive and motivational areas. We prepare different tasks for reaching every goal. We perform our programme for at least four months in a very intensive way. We promote cooperative ways of work (group of learning to learn), support of peers as tutors and use of metacognitive strategies of planning, monitoring and self-evaluation of learning with a learning diary. We teach students to set goals, to use different learning strategies and let them choose the right ones. When they use these strategies, we model and promote self-observation and self-evaluation. That way students can recognize effective learning strategies and use them in the next learning process. We teach self-regulated strategies with cognitive modelling, managed exercises and specific feedback. The right feedback helps improve self-efficacy. At the end of the intervention programme we use the same instruments as at the start. We look for any changes in student's use of cognitive, metacognitive and motivational strategies. It is very important that strategies are used in a self-regulated way. Student sets his own goals and tries to self- regulate the process of learning. Special education teachers and other teachers can promote the use of self-regulated strategies to students with learning disabilities. By doing so we improve their self-efficacy and reduce the possibility for behavioural disorders in adolescence and adult period. Development of self-regulated learning is an important protective factor for students with learning disabilities. When we promote the use of self-regulated strategies, we empower these students with skills for life