ABSTRACT
Students with learning disabilities (LDs) face unique challenges in school that typically manifest as difficulties in executive functioning, motivation, and social functioning. Self-regulation for learning, with its individual and social focus on metacognition, motivation, and strategic action, is thus uniquely positioned to address challenges for students with LDs in the school context. Our chapter is divided into four sections. First, we describe what is involved in successful self-regulated learning (SRL). Second, we offer a working definition of LDs. Our third and main section examines how a focus on SRL can help students with LDs to learn effectively in classrooms. In addition to focusing on self-regulation, we highlight the powerful application of co-regulation and socially shared regulation of learning with students who struggle in school. Finally, we conclude with a discussion of implications for practice and directions for future research.
