MINI REVIEW article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1600744
Self-Regulated Learning and Students with Disabilities: A Mini Review
Provisionally accepted
- University of California, San Diego, La Jolla, United States
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Self-Regulated Learning (SRL) has been extensively cited in research as a process enabling students to develop cognitive, behavioral, and emotional strategies to achieve academic success. However, while SRL has been widely studied in typically developing student populations, its role in supporting students with disabilities remains largely underexplored. This mini literature review synthesizes existing SRL research tailored for students with disabilities in K-12 education. The review highlights the challenges these students face in areas such as reading, writing, and mathematics, emphasizing the importance of metacognitive awareness, self-efficacy, and strategic learning behaviors. It further investigates how SRL interventions, such as Self-Regulated Strategy Development (SRSD) and structured cognitive modeling, can enrich academic performance and motivation. Findings have also revealed that students with disabilities are often presented with limited opportunities to develop SRL skills systematically, indicating a need for more inclusive and adaptive instructional strategies. By synthesizing research and emerging perspectives, this review offers insights into effective SRL interventions and calls for further research to fill in existing gaps, ultimately creating a more supportive learning environment for students with disabilities.
Keywords: self-regulated learning (SRL), Inclusive education, Learners with disabilities, literature review, Teaching practices
Received: 26 Mar 2025; Accepted: 04 Jun 2025.
Copyright: © 2025 Aydan and Mamas. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Christoforos Mamas, University of California, San Diego, La Jolla, United States
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