A Self-regulated Learning Approach for Children with Learning/behavior Disorders
This book is designed to be an intervention model based on the concepts of Piaget's study of constructivism. The application of this approach will help children with learning/behavioral disorders actively participate in a fuller integration of their own psychomotor, affective, and cognitive information processing skills and adaptation. The work is directed toward teaching children to acquire the basic skills necessary for living in a multicultural society, including academic, personal, interpersonal, communicative, and economic proficiency. Each chapter in this book offers a substantial overvi.
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ability abstract academic actions activities that lead adaptation approach appropriate aspects assimilation and accommodation awareness become behavior biological chil child child’s Children processing information children with learning/behavior Cicchetti cognitive development cognitive structures concepts concrete operational construct constructivist context contradiction coordinate developmental dialogue differentiation difficulties dren dynamic mechanisms elements emerging emotional environment environmental epistemology evaluate experiences external feelings focus formal operational Furth given activities goals Gordon & Cowan Greenspan growth help children higher level thought Inhelder integration interac interactions internal interpersonal intervention involves knowledge bases knowledge resulting learners learning/behavior disorders logical Matzko meaning meaning-making meaningful metacognitive monitoring motoric normal object permanence one’s organization patterns perceptual perspective Piaget possible preoperational problem problem-solving psychological reality relationships responses rience Rogers & Kegan self-concept self-other self-regulated learning self-regulatory sense sensorimotor sensory Seriation situations skills social solutions solving stage stage-salient strategies task thinking thought disorders tion transformational understanding