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ERIC Number: EJ1101319
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: ERIC
ISSN: ISSN-0040-0599
Supporting Student Self-Regulation to Access the General Education Curriculum
Korinek, Lori; deFur, Sharon H.
TEACHING Exceptional Children, v48 n5 p232-242 May-Jun 2016
Educators express an almost universal desire for students to exhibit self-control--that is, manage, monitor, and assess their own social and academic behaviors. These skills comprise self-regulation, a complex set of functions derived from several fields of research, including social cognition (Zimmerman, 2000), self-determination (Wehmeyer & Field, 2007), and executive functioning (Brown, 2013). Because the development of self-regulation is a complex and long-term goal, some students will require more intensive instruction in self-regulation than can be provided in the general education setting alone (Bulgren et al., 2013; Menzies & Lane, 2011; Scott et al., 2012). However, much can be accomplished toward building foundational skills that contribute to self-regulation by structuring classroom environments and instruction to consistently promote and support student self-management (Chan, Graham-Day, Ressa, Peters, & Konrad, 2014; Hoff & Ervin, 2013; Konrad et al., 2007). Systematically using the process and self-assessment inventory presented in this article combined with a personal willingness to review and revise one's practices can promote the development of self-regulation for students with disabilities. Numerous tools and resources to support teachers' efforts (e.g., checklists, rubrics, goal sheets, self-monitoring charts) can be accessed online at sites such as,,, and General and special education teachers can create classrooms that scaffold student self-regulation and ultimately, greater student success in the general education curriculum.
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Publication Type: Journal Articles; Tests/Questionnaires; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A