SPECIAL NEEDS AND MOTIVATION

1. SPECIALNEEDSANDMOTIVATION Based on Research and Evidence from the MEd How is the less able learner best motivated? This research encompasses issues surrounding the motivation of secondary-aged pupils with learning difficulties in a range of settings Keywords and Phrases Communication Autonomy Peer relationships Independence Accessibility Inclusion Self advocacy Confidence and determination Goal setting Contextual learning Self esteem Summary ofFindings • Autonomy in learning is related to the quality of accessible verbal and written language and materials. • Students with moderate learning difficulties are motivated by good, supportive peer relationships. They mediate the language of the classroom by explaining tasks and making them more accessible. • Students with learning difficulties need to be involved in their own learning & goal setting in order to understand how much they are progressing and to know how to improve. • Teachers’ perceptions, expectations, attitudes and attributions play an important role in determining the experience and accomplishments of pupils. • Pupils respond to positive expectations if they are clearly highlighted and seen as a response to an achieved challenge. They do not respond well to negative criticism, unachievable goals, sarcasm or rudeness. The Herts MEd in Teaching and Learning - University of Cambridge

2. Implications for practice • There needs to be a whole school approach to the teaching of pupils with special needs • Pupils need to have opportunities for sharing their own personal goals so that their schooling is seen as part of a wider context • Materials and classroom language need to be accessible e.g. readable books, short instructions • Visual clues support learning • Teaching needs to contain a high visual, kinaesthetic or practical element because of the difficulties that pupils with learning difficulties have with language • Supportive peer relationships should be encouraged Pertinent questions • In what ways are pupils motivated or demotivated? How does the school create conditions for promoting motivation and success? • What strategies does the school use to create the conditions for autonomy in learning? • What opportunities are there for collaborative learning? • To what extent can pupils with learning difficulties exercise choice in setting IEP targets that support their personal goals? Are pupils with learning difficulties being encouraged to set challenging targets? • How effective is the school in providing a safe environment for vulnerable pupils? The Herts MEd in Teaching and Learning - University of Cambridge

3. Quotations • The first concern of a development (SEN) teacher is to help the child gain confidence in himself and in his ability to do something well. (Development schools and classes, 1926) • Self esteem is the evaluation which the individual makes and customarily maintains with regard to himself - it exposes an attitude of approval or disapproval and indicates the extent to which an individual believes himself to be capable, significant, successful and worthy. (Cooperson, 1967) • Adair quoting John Steinbeck, No person really knows about other human beings, the best he or she can do is to suppose that they are like themselves. If you have an accurate picture of what motivates you, you will be in a far better position to understand what motivates others. (Adair, 1996) Suggested reading • Adair, J. (1996) Effective Motivation, London: Pan. • Cooperson, H.S. (1967) The antecedents of self-esteem, San Francisco: W.H. Freeman. • Development schools and classes (1926), Educational Research Bulletin (Los Angeles City Schools District), 5 (9) pp. 13-14 • Hersey, P., Blanchard, K.H. and Johnson, D.E. (1996) Management of Organisational Behaviour, New Jersey: Prentice Hall. • Lawrence, D. (1996) Enhancing self esteem in the classroom, 2nd Edition, London: Paul Chapman Publishing Ltd. • Palladino, C. (1989) Developing self esteem. A positive guide for personal success, London: Keegan Page. • Purkey, W.W. (1970) Self-concept and school achievement, NJ: Prentice Hall. • Watson, J. (2000) Constructive instruction and learning difficulties, Support for Learning, 15 (3) Nasen pp. 134 - 140. The Herts MEd in Teaching and Learning - University of Cambridge

4. Researchers Contact group convenor, Sue Milne for further information Attached LEA adviser, Ayala Wilkinson The Herts MEd in Teaching and Learning - University of Cambridge