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Abstract
Researchers are increasingly calling upon educators to broaden the focus on teaching non-cognitive skills, especially self-regulation, so that all students— with or without disabilities—experience success in school and beyond (Gabrieli, Ansel andKrachman, 2015). Seeing that a majority of students with disabilities receive their education in the general education classroom, general education teachers need to be prepared to teach students with disabilities non-cognitive skills. Typically, teacher preparation programs provide general educators with pedagogical knowledge and skills and the opportunities to apply skills within their clinical experiences. Although teacher preparation programs can serve as arenas in which teachers build the knowledge needed to teach non-cognitive skills to their students and instruction in non-cognitive skills, such as self-regulated learning (SRL), this instruction is currently not provided in most teacher preparation programs. The purpose of this study was to investigate how general educators learn how to teach non-cognitive SRL skills to students with disabilities to help them improve their learning and academic outcomes to examine the effects of online SRL module + SRL eCoaching on teachers' SRL instruction during teaching and their students' SRL during learning. The researcher conducted a single-subject multiple baseline design across behaviors. One pre-service general education teacher and her student with a disability participated. Results of the study indicate a functional relationship between the intervention and the teacher's SRL instruction and student's SRL strategy use. The limitations of this study, implications, and future directions for SRL researchers and teachers are described.