METACOGNITIVE METHODS IN INCLUSIVE EDUCATION: DEVELOPING SELF-REGULATION SKILLS IN LEARNERS
Keywords:
Inclusive education, metacognition, self-regulation, learning strategies, special educational needs, reflective learning, educational psychology.Abstract
This article examines the role of metacognitive methods in developing self-regulation skills among students in inclusive education settings. It explores theoretical foundations, empirical evidence, and practical applications of metacognitive strategies such as self-monitoring, self-assessment, reflective learning, and goal-setting. The study highlights how structured metacognitive instruction enhances learners’ autonomy, academic performance, and emotional regulation, particularly for students with diverse educational needs. A conceptual model and comparative analysis are presented to demonstrate the effectiveness of metacognitive interventions in inclusive classrooms.
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