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Karen R. Harris is an American educational psychologist and special educator who has researched the development of learning strategies and self-regulation among students with learning challenges such as learning disabilities and attention deficit hyperactivity disorder.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
Metacognition and self directed learning. Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". [1]
In common practice, SEL emphasizes social and emotional skills to the same degree as other subjects, such as math, science, and reading. [1] Furthermore, SEL emphasizes an importance upon preparing students to become knowledgeable, responsible, and caring members of society when they reach adulthood. [2] [3]
Children with disabilities have challenges in accessing play and social interactions. [27] Play is essential for the physical, emotional, and social well-being of all children. [28] The use of assistive technology has been recommended to facilitate the communication, mobility, and independence of children with disabilities. [29]
Her book Sensory Integration and the Child, first published in the 1970s, was a means of helping families, therapists, and educators of children with sensory-processing difficulties and sensory processing disorders to better organize and improve self-regulation of body and environmental sensory inputs. [1] [2]
The 2004 Individuals with Disabilities Education Act reauthorization PL 108-446 changed learning disability identification procedures, required high qualification standards for special education teachers, stipulated that all students with disabilities participate in annual state or district testing or documented alternate assessments, and ...
A pilot study regarding on-task behavior was done with two high school students with symptoms of learning disabilities. [26] These students were trained using a self-monitoring application and given prompts, and the results showed positive, stable improvements in their on-task behavior after each individual's self-monitoring was increased.