Self- management and self- regulation

One of the common observations concerning many students with learning problems is that they have become passive learners. They show little confidence in their own ability to bring about improvement through their own efforts or initiative. In contrast to this, studies over many years have yielded data indicating that self-regulated students tend to do well in school, and are more confident, diligent and resourceful. This is particularly important now that schools are using more e-learning strategies that call for selfmanagement and self-direction (Wang, Shannon & Ross, 2013). One of the goals of education must therefore be to help all students achieve this level of self-efficacy by teaching them how to regulate and monitor their own performance in the classroom. Self-regulation and self-management are essential competencies that children need to develop if they are to become autonomous learners. In the case of students with intellectual disability, emotional disturbance or learning disability, the skills and strategies involved in self-management and self-regulation may need to be explicitly taught (Hoff & Ervin, 2013; Regan & Martin, 2014). When these children acquire adequate selfmanagement, it is much easier for them to be accommodated effectively in inclusive classrooms.