Computer-Supported Collaborative Learning and the Regulation of Learning in Neurodiverse Children

This chapter presents how the regulation of learning, individually and collectively, in a computer-supported learning environment, can benefit neurodiverse children. We review the literature on self-regulation, co-regulation, and shared regulation of learning throughout the learning process within a technology context. Additionally, we investigate the type of regulation that neurodiverse students can engage in while employing specific self-regulation, co-regulation, and shared regulation strategies to reach objectives. This chapter aims to present current literature and empirical evidence on this subject and provide recommendations for best practices so that researchers and education professionals can help children reflect metacognitively on their learning processes and attribute value to their learning experiences and decision-making processes with the help of digital interactive tools, which can be used and adapted to meet their needs and can be made available in classrooms.