ENHANCING ACADEMIC SUCCESS: META-COGNITIVE STRATEGIES FOR STUDENTS WITH SPECIAL COMMUNICATION NEEDS

Authors

  • Harendra Acharya Asst. Professors, Department Of English, Presidency University, Bangalore, India

Keywords:

Meta-cognition, academic success, special communication needs

Abstract

This study explores the impact of meta-cognitive strategies on the academic success of students with special communication needs. Meta-cognition, involving the awareness and regulation of one's own learning processes, has been recognized as a critical factor in educational achievement. For students requiring special attention in communication, these strategies can offer significant benefits by fostering self-regulation, enhancing problem-solving skills, and promoting independent learning. The research reviews various meta-cognitive techniques, including self-monitoring, goal-setting, and reflective practices, and evaluates their effectiveness in supporting this unique student population. Through a combination of qualitative and quantitative analyses, the study demonstrates how targeted meta-cognitive interventions can lead to improved academic outcomes, increased confidence, and better communication skills. The findings suggest that incorporating meta-cognitive strategies into educational programs can provide a valuable framework for helping students with special communication needs achieve their full academic potential.

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References

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Published

2020-06-19

How to Cite

Harendra Acharya. (2020). ENHANCING ACADEMIC SUCCESS: META-COGNITIVE STRATEGIES FOR STUDENTS WITH SPECIAL COMMUNICATION NEEDS. International Scientific and Current Research Conferences, 1(01), 90–94. Retrieved from https://orientalpublication.com/index.php/iscrc/article/view/1561

Issue

BEYOND BOUNDARIES INTERDISCIPLINARY APPROACHES TO GLOBAL CHALLENGES AND OPPORTUNITIES

Section

Articles

License

Copyright (c) 2020 Harendra Acharya

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