Emotional, Behavioral and Cognitive Self-Regulation of Children with Learning Disabilities in Arabic Mainstreamed and Specialized Middle-School Classrooms in Kuwait

Abstract

This research examines how emotional, behavioral and cognitive self-regulation in children with learning disabilities is affected by the school environment in Kuwait. A quantitative design approach was chosen to gather data on emotional, behavioral and cognitive self-regulation using a bespoke self-regulation Likert scale; 56 students from grades 6-9 were surveyed from mainstreamed and specialized classrooms in Kuwait. The analysis showed statistically significant differences in emotional self-regulation; children with learning disabilities in mainstream classrooms performed lower than expected compared to children in specialized classroom. Results showed that girls in specialized classes had lower behavioral self-regulation than the boys. All mainstreamed children with learning disabilities scored lower across all axis compared to students in specialized classroom. Children’s self-regulation across all axis declined in grades 7 and 8 compared to those in grade 6; however, children in specialized classrooms recovered self-regulation skills in grade 9 compared to mainstreamed children’s self-regulation which continued to plateau through to grade 9. The study was influenced by types of services each mainstreamed and specialized class offered. Furthermore, the researchers emphasize introducing emotional self-regulation training for classroom teachers and assistants in mainstreamed classrooms. They suggest specific characteristics specialized classes can implement to recover self-regulation across all axis.