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.

摘要

学习和发展科学的最新进展表明，教育改革工作将需要关注全体学生需求的方法，包括对面临学习障碍的学生（例如有学习障碍和注意力障碍的学生）进行强化干预。尽管学习和发展的科学已经从多个学科的研究中得到启发，但特殊教育教师将是这项工作的主要推动力。因此，他们需要一个框架和工具来指导干预，这种干预依赖于使用个性化、综合的、基于证据的策略，以支持有学习和注意力障碍的学生的各种自我调节挑战。为了满足这一需求，我们从临床实践和研究中汲取灵感，开发了一个自我调节学习的转化框架。