Self-Regulation Learning Strategies and Academic performance in Students with Learning Difficulty

One of the most important goals of education is to help students acquire self-regulation learning skills that improve academic performance in school children. With the shift from behaviourism to cognitivism in education system has placed responsibility on learners for their learning process. Learning difficulty has become a biggest challenge for today’s education system. They often score moderate to above average score on intelligence tests but still due to deficits in behavioural, cognitive and social skills, these students are unable to cope with the curriculum. Since they do not qualify the definite diagnostic criteria of any developmental disability, they are therefore often overlooked and do not get services provided at schools for children with disability. Enhancing self-regulation skills in students with learning difficulty empowers the ability to understand and control their learning which is very important for success in curriculum and converts them to effective and efficient learners. The present study is a pre and post design which aims to impart integrated academic and behavioural measures to foster self-regulation skills through Program for Enhancing Academic and Behavioural Learning Skills (PEABLS) among students with learning difficulty. The students showed significant improvement in their academic performance with gain in the level of self-regulation.