The Nature of
Motivation
Motivation
Strategies for working with students with disabilities (name two)
Be flexible in approaches to instruction
Seek new technologies that can facilitate students’ learning and performance
Unless there is reason to do otherwise, hold the same expectations for students with disabilities as for other students
Identify and teach the prerequisite knowledge and skills students may not have acquired because of their disabilities
Consult and collaborate with specialists
Communicate regularly with parents
Include students in planning and decision making
Keep your eyes open for students who may qualify for special services
Work with your other students toward acceptance and support of students with special needs
Many disabilities cause impairments in adaptive behaviors; how will this impact a student's motivation?
disabilities cause delays in fine motor skills, gross motor, language/communication which impact ability to demonstrate performance in the classroom;
may cause behaviors; lack skills for basic concepts; reasoning; Universal Design for Learning & Differentiated Instruction teaching often work to improve motivation
other answers will vary
Provisions provided by IDEA - Individuals with Disabilities Education Act
1.Free and appropriate public education (FAPE)
2.Education in the least restrictive environment (LRE) (& principles of Inclusion)
3.Individualized education program (IEP)
4.Parental safeguards and involvement
5.Nondiscriminatory and multidisciplinary assessment (MET)
(FLIPM)
The difference between facilitating anxiety and debilitating anxiety
F.A ~ helps push a goal
The reason we use assessments
Guiding instructional decision making
Determining what students have learned from instruction
Evaluating the quality of instruction
Diagnosing learning and performance problems
◦example: Response to intervention (R T I) process
Promoting learning
Basic need to believe that one has some autonomy and control regarding the course of one's life.
What is need for self-determination?
The research on "Learning Styles" show evidence that ....
•Strong evidence that ‘learning style’ instruction be may detrimental to learning
Students may disengage or devalue tasks that are not presented in their preferred ‘style’
‘Styles’ do not always reflect meaningful ways to learn content/practice skills
•Strong evidence that Differentiated instruction works
§Instruction tailored to align with each student’s current knowledge, skills, and needs
•Strong evidence that Differentiated instruction and Universal Design works
•Differentiated Instruction:
Instruction tailored to align with each student’s current knowledge, skills, and needs
•Universal Design:
Framework of instruction that allows for flexibility in how information is presented, & how students demonstrate what they have learned
Keeping anxiety in check is the best method by...
•Administer a practice assessment or pretest that gives students an idea of what the final assessment instrument will be like
•
•Provide or allow the use of memory aids when instructional goals don’t require students to commit information to memory
•
•Eliminate time limits unless speed is an important part of the skill being measured
•
•Continually survey the room, and be available to answer students’ questions
RSVP of a good assessment
Reliability §Extent to which a measure yields consistent information about the knowledge, skills, or characteristics being assessed
Standardization ~ extent to which it is given in the same way to every student, scored the same way, provided the same items, etc.
Validity ~ Extent to which an assessment instrument:
◦measures what it’s intended to measure
◦allows us to draw appropriate inferences about the ability in question
Practicality ~ Extent to which assessment instruments and procedures are relatively easy to use considering cost, time, et.