Comparison of Self-motivational Self-regulation, Emotional and Sensory Processing in Students With Specific Learning Disorder or Normal Students

Abstract

Objective: Considering the need to identify children with Special Learning Disorder (SLD) characteristics to educate them more effectively, this study compared self-motivational self-regulation and emotional and sensory processing in students with SLD and normal students. Methods: The research method was causal-comparative. The research population included all normal male students with an SLD in Kazeroon (Academic year 95-96), of which 60 people (30 normal and 30 SLD) were selected as examples. To collect data, we used Walters Self-Regulatory Scale (1998), Barker Emotional Processing Inventory (2007), and Status Questionnaire sensory Wayne Dunn (1999). Results: The data were analyzed using a multivariate analysis of variance. According to the results, the mean of motivational self-regulation and sensory processing was lower in students with a learning disorder. The mean of difficulties in emotional processing was higher than of normal students (P<0/000). Conclusion: Therefore, it can be concluded that students with SLD, because of weakness in their self-regulating, emotional, and sensory processing, need to be trained and strengthened in these areas.