Metacognitive strategies for developing English listening skills in preschoolers with special needs

Resumo

This article explores the benefits of implementing metacognitive strategies in the learning process within the framework of inclusive education. The research highlights that metacognition, understood as the ability to reflect on one’s own psychological processes and mental functioning, is an essential tool for educators to foster the development of skills and autonomy among students. It analyzes how these tactics facilitate the acquisition of new content through analysis and reflection, allowing the curriculum to be adapted to the individual abilities of students with special educational needs (SEN). Likewise, common limitations in professional practice are examined, such as difficulties in emotional self-regulation, time management, and information organization. Finally, the study emphasizes the relationship between attention and the level of metacognitive self-awareness, underscoring the need for students to internalize strategies for monitoring and voluntarily controlling their own investigative and academic processes to improve the quality of autonomous learning.