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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 selfevaluation 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.

The sample consisted of high achieving students responsive to a university administrator, which raises the possibility of sampling bias. Because of the low recruitment rate for this study and lack of published research on this subject, replicating the results is necessary before drawing generalizable conclusions about the population.