Cognitive Autonomy for Students With Learning Disabilities

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-08-08 DOI:10.1177/10534512221114419

F. Deniz

引用次数: 0

Abstract

Students with learning disabilities (LD) often leave school without the necessary cognitive autonomy skills to independently navigate adulthood and meet the life challenges of the 21st century. Acquiring and maintaining cognitive autonomy skills (i.e., decision-making, voicing an opinion, evaluating the consequences of decisions, self-assessing abilities, weighing others’ influence in the decision-making process) is necessary for all students as they move through school, but particularly for those with LD. Cognitive autonomy is a component of self-determination and is crucial as educators prepare children/youth with LD for postsecondary education, postsecondary employment opportunities, and positive adult life outcomes. This article discusses the significance of cognitive autonomy for children/youth with LD.

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学习障碍学生的认知自主性

学习障碍学生在离开学校时往往没有必要的认知自主技能，无法独立度过成年期，应对21世纪的生活挑战。获得和保持认知自主技能（即决策、发表意见、评估决策的后果、自我评估能力、权衡他人在决策过程中的影响）对所有学生来说都是必要的，尤其是对LD学生来说。认知自主是自决的一个组成部分，对于教育工作者为患有LD的儿童/青年提供中学后教育、中学后就业机会和积极的成人生活成果至关重要。本文讨论了认知自主对LD儿童/青少年的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.