Learning disability Pays much attention to a students abilities and not the opposite
Emotional disability Entails a considerable number of motivation and praise to enhance the teaching and education experiences of learners
Intellectual disability Involve the necessary inspiration and praise in the context of students instruction and learning experiences
Autism spectrum disorder Ensure that the activities that students are required to handle fall within their capacity.
Physical disability Establish a supportive relationship with the student.
Other health impairments Make it possible for the student to define his or her success experience by recognizing relevant learning goals for all lessons.
Attention deficit hyperactive disorder Observe the students learning style and differentiate learning and teaching accordingly
Disability does not necessarily show the inability of getting some task dome. The disability matrix is of vital importance as a classroom management tool. It identifies the kind of inability and offers a solution to overcoming the disability through encouragements and motivational activities meant to inspire greatness in them. In the recent years, developed nations have invested in research that seeks to find out the best possible ways to encourage the physically challenged members of the society. As such, the community and more so teachers are divided in the rationalizing, the strategies that have been mentioned in the matrix. Arguments in the essay rationalize intrinsic motivation, encouragement engagement, and self-motivation as key in the matrix for classroom management plan.
Promote intrinsic motivation
Intrinsic motivation builds confidence in an individual. It plants in them seeds that bloom the desire to want to achieve more than what is a typical experience. Cerasoli and Ford (2014) hold, As a strategy in the classroom management matrix, it is critical to ensuring that students have no worries, fears or even doubt that hold them back against pursuing that they want (p. 275). Through this kind of motivation, the physically challenged individuals to get the courage and motivation needed to attain perceptibly impossible achievements in schools, both in the developed and the developing world.
Cerasoli and Ford (2014) agree that it is human nature to respond well to encouragement. Through such kind of responses, the brain is stimulated to relate positively to support. Therefore, such like motivations play a significant role in ensuring that even if when one is engaged in strenuous activities, s/he still has a moral obligation of being successful in handling the task.
To achieve an assignment, it takes the efforts of the teacher through repetitive measures to ensure students understand concepts (Cerasoli, Nicklin & Ford, 2014). Teachers should be keen at this point of time, should they notice a student responding well to lessons they ought to take note of such a student and encourage them. In so doing, the students sees a need to self-motivate. It not only helps them get confident but also facilitates their cognitive development and physical growth despite having disabilities.
Cerasoli, C. P., & Ford, M. T. (2014). Intrinsic motivation, performance, and the mediating role of mastery goal orientation: A test of self-determination theory. The Journal of psychology, 148(3), 267-286.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980.
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