This comprehensive review of the literature revealed that although more than 240 self-management studies have been published over the past 3 decades, only 14 of these studies have targeted students with disabilities in general education settings. These 14 studies indicate moderate to strong improvements in students' performance following training and thereby provide support for the efficacy of self-management as an inclusive technique. I provide descriptive summaries for each study, analyses of procedural, outcome, and methodological issues, and suggestions and resources for researchers and teachers who seek to promote self-management by students with disabilities in general education settings.
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