Self-regulated learning (SRL) is a conceptual model that can be used to design and implement individualized learning strategies for students with learning disabilities. Students who self-regulate their learning engage in planning, performance, and self-evaluation during academic tasks. This article highlights one approach for teaching SRL skills to students with learning disabilities (LD) in inclusive middle school contexts. A strategy is offered to illustrate the importance of integrating student needs, SRL processes, and contextual variables into strategy implementation. A case study is provided to demonstrate how the strategy was implemented by a special education teacher for a sixth-grade student with LD. The data collected by the special education teacher suggested the strategy contributed to improved classroom preparation, on-task behavior, class grade, and teacher perception of student engagement during math class.
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