Create a matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement of students with disabilities.
Within the matrix, list and describe one engagement strategy for each of the following disability categories:
- Learning disability
- Emotional disability
- Intellectual disability
- Autism spectrum disorder
- Physical disability
- Other health impairments
- Attention deficit hyperactive disorder
After completion of the classroom management strategies matrix, compose a 250-500-word summary that rationalizes how your described strategies:
- Promote intrinsic motivation
- Encourage engagement
- Encourage self-motivation
Cite a minimum of two scholarly resources within your summary.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to Turnitin.
Expert Solution Preview
Introduction:
This assignment requires the creation of a matrix that includes disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement for students with disabilities. The matrix should include one engagement strategy for each disability category, and a summary should be provided that rationalizes how the described strategies encourage intrinsic motivation, engagement, and self-motivation.
Answer:
The matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement for students with disabilities is essential to ensure that all students have access to an inclusive education. Here are the engagement strategies for each disability category:
1. Learning disability – Use multisensory teaching approaches that involve the use of various senses. For example, integrate visuals, auditory, and kinesthetic methods to teach different concepts.
2. Emotional disability – Create a positive classroom environment where students feel safe and supported. Provide students with opportunities to express their emotions and feelings without fear of judgment.
3. Intellectual disability – Use concrete examples, real-life scenarios, and hands-on activities to help students understand various concepts. Adjust the pace of the lesson to meet the learning needs of each student.
4. Autism spectrum disorder – Provide visual aids like pictures or videos to supplement verbal instructions. Establish clear routines and guidelines, and incorporate students’ interests and strengths into the lessons.
5. Physical disability – Provide assistive technologies such as text-to-speech software, screen readers, or adaptive keyboards. Adjust the physical classroom environment to ensure accessibility.
6. Other health impairments – Create a flexible learning environment that accommodates the varying needs of students with different health conditions. Utilize alternative seating arrangements, such as standing desks or exercise balls.
7. Attention deficit hyperactive disorder – Provide frequent breaks, clear and concise instructions, and hands-on activities that involve movement.
The classroom management strategies mentioned encourage intrinsic motivation by providing students with an environment where they feel safe, supported, and included. The use of various teaching methods and accommodations ensures that each student’s learning style is acknowledged, and their needs are met. Engaging students’ interests and strengths creates an enthusiasm for learning and contributes to their overall well-being.
Additionally, these strategies encourage engagement by fostering a positive relationship between the teacher and the students. Students who feel comfortable and supported in the classroom are more likely to participate and engage in the learning process. Providing accommodation and modifications that meet individual needs promotes self-motivation as students feel empowered to take charge of their education.
In conclusion, creating a matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement for students with disabilities is crucial in providing an inclusive and equitable learning environment. Utilizing various teaching methods and addressing individual needs and learning styles fosters intrinsic motivation, engagement, and self-motivation in students with disabilities.
References:
Chitiyo, M., & Bene, K. (2013). Classroom accommodations for ADHD: Guidelines for practitioners to support students with attention-deficit hyperactivity disorder. Journal of Education and Practice, 4(9), 78-88.
Mary E. Little, Carly Roberts, Luanna H. Meyer, & Elizabeth Madden (2019). Encouraging Self-Determination Amongning of Students with Disabilities: A Review of Literature, Career Development and Transition for Exceptional Individuals, 42:1, 107-118.
