Assessment and Practice in Educational Sciences 3092-717X In Press 2027 01 01 Implementation Methods of a Metacognition-Based Curriculum for Reducing Learning Disorders among Elementary School Students Implementation Methods of a Metacognition-Based Curriculum for Reducing Learning Disorders among Elementary School Students 1 19 10.61838/japes.291 EN Journal Article 2026 03 25 <p>The aim of the present study was to identify the implementation methods of a metacognition-based curriculum for reducing learning disorders among elementary school students. This study was conducted using a qualitative approach and thematic analysis with an inductive–exploratory orientation. Data were collected through the study of documents, scientific texts, and relevant research literature. The research domain included documents available in reputable databases and websites during the years 2007 to 2025 in Persian sources and 1991 to 2025 in English sources in the fields of learning disorders and metacognition. The data collection technique was based on an inductive–exploratory approach, the data collection instrument was note-taking from texts, and the data analysis method was three-stage inductive coding. The findings obtained from the qualitative analysis of the data showed that the implementation methods of a metacognition-based curriculum for reducing learning disorders among elementary school students are diverse, integrative, and flexible in nature. These methods include direct instruction, active and play-based approaches, multisensory and combined methods, environment-oriented teaching, self-management strategies, metacognition-oriented instruction, technology- and research-based strategies, feedback-oriented strategies, effective instructional strategies, cognition-oriented strategies, phonological strategies, mindful teaching strategies, and participatory strategies. The conclusion of the study indicated that implementing a metacognition-based curriculum for reducing learning disorders requires the use of a range of methods that can simultaneously respond to students’ individual differences, cognitive and executive weaknesses, emotional and motivational needs, and environmental conditions of learning.</p> https://journalapes.com/index.php/apes/article/download/291/292