Author Information
Satomi Sato, Japan Advanced Institute of Science and Technology, JapanMitsuru Ikeda, Japan Advanced Institute of Science and Technology, Japan
Abstract
This study examines how diary-based scaffolding supports the development of self-regulated learning (SRL) skills in twice-exceptional (2E) students with both talents and learning disabilities. A case study was conducted involving a Japanese junior high school student diagnosed with learning disabilities and autism spectrum disorder, who engaged in daily electronic diary writing and received tailored scaffolding advice over 352 days. The diary entries and corresponding educator scaffolding advice were analyzed to construct a Self-Regulated Learning Support Model. This model includes both an ideal SRL process and an educational model designed to scaffold learners struggling with monitoring and control aspects of SRL. Analysis of the diary entries and corresponding educator scaffolding advice reveal that the participant gained metacognitive awareness, increased learning autonomy, and improved social adaptation. These initial findings are expected to show that diary-based interventions have the potential to empower 2E students by leveraging their cognitive strengths while addressing learning challenges. While this single-case study has limitations in generalizability, qualitative analysis future research are needed to comprehensively verify the model's effectiveness and applicability across diverse 2E populations, and to evaluate its long-term effects. Ultimately, by focusing on both challenges and strengths, diary-based SRL interventions are expected to promote equity for 2E learners and empower them to grow and thrive, offering a promising framework for inclusive and individualized support in special needs education.
Paper Information
Conference: ACCS2025Stream: Disability Studies
This paper is part of the ACCS2025 Conference Proceedings (View)
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To cite this article:
Sato S., & Ikeda M. (2025) Enhancing Self-Regulated Learning in Twice-Exceptional Students Through Diary-Based Scaffolding ISSN: 2187-4751 – The Asian Conference on Cultural Studies 2025: Official Conference Proceedings (pp. 259-267) https://doi.org/10.22492/issn.2187-4751.2025.21
To link to this article: https://doi.org/10.22492/issn.2187-4751.2025.21
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