Opinions of elementary school students with spesific learning disabilities about self-regulation skills

The aim of this study is to gathering opinions of second, third and fourth grade elementary school students with spesific learning disabilities. In the research, phenomenological research method, one of the qualitative research methods, was used. The data of the study were obtained through semi-structured interview questions. The data collected from 20 second, third and fourth grades elementary school students with specific learning disabilities. Participants' views on self-regulation skills were determined in face to face interviews. The interviews were analysed using content analysis. As a result of the content analysis, seven main categories, 23 subcategories and 124 codes were reached. Participants' views on their responsibilities were categorized as home, school, environments outside home and school, and self-care. Participants' views on the self-regulation skills that they performed in the school environment were given in four subcategories: Implementation, motivation, focusing attention, and self-control. Participants' views on the self-regulation skills that they had difficulty performing in the school environment were divided into four sub-themes: Goal setting/planning, implementation, using working memory, and self-control. Participants' views on the self-regulation skills that they realized in the home environment were determined as implementation, motivation and self-control. The views of the participants regarding the self-regulation skills that they had difficulties in performing in the home environment were determined as implementation and giving instructions to themselves. The situations that emerged when the participants could not use their self-regulation skills were divided into three categories: Emotions, thoughts and behaviors. Finally, the factors that the participants needed to better use their self-regulation skills were discussed under three headings: Verbal expression, visual reminders and reinforcers. In the light of the opinions obtained from the participants in the study, it is seen that elementary school second, third and fourth grade students with specific learning disabilities use self-regulation skills at a limited level. It is seen that these students have limited skills in goal setting/planning related to self-regulation skills, using strategies related to self-control, implementing the responsibilities given to the students and ensuring their motivation. The needs of primary school students with specific learning disabilities were determined as reinforcements, using different instructional techniques, and preparing a program for planning. As a result of the students' expressing their needs, it is recommended to take these needs into consideration in the educational processes with these students. It is recommended to conduct research to support the self-regulation skills of elementary school students with specific learning disabilities.