Motivating children with special educational needs

Joshua Ferdinand

Joshua Ferdinand

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Understand the differences between intrinsic and extrinsic motivation and how to develop a stimulating learning environment. Pupils will be encouraged to make progress in their learning for the benefit of gaining knowledge or skills instead of for rewards like points and certificates. Ensure your classroom is an environment where a love of learning comes first and you celebrate the success of learning

When working with difficult students we often turn to a system of extrinsic learning motivation.

So what is extrinsic motivation?
Extrinsic motivation is defined as, "when motivation comes from outside, such as performing for money or awards."

While this may fix the situation for a short while, I find that behaviours often regress when the rewards are withdrawn. Therefore I recommend moving to a system of intrinsic motivation as soon as possible.

What is intrinsic motivation?
Intrinsic motivation is defined as, "motivation based on taking pleasure in an activity rather working towards an external reward."

Other definitions of Intrinsic Motivation
  • "Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see it as an opportunity to explore, learn, and actualize our potentials."
    (Coon & Mitterer, 2010)
  • "Intrinsic motivation refers to the reason why we perform certain activities for inherent satisfaction or pleasure; you might say performing one of these activities in reinforcing in-and-of itself."
    (Brown, 2007)
Why use Intrinsic Rewards and Motivation?
Researchers have discovered that offering external rewards for an already internally rewarding activity can actually make the activity less intrinsically rewarding. Why? "A person's intrinsic enjoyment of an activity provides sufficient justification for their behavior," explains author Richard A Griggs in his text Psychology: A Concise Introduction. "With the addition of extrinsic reinforcement, the person may perceive the task as over-justified and then attempt to understand their true motivation (extrinsic versus intrinsic) for engaging in the activity."

Experts also suggest that people are more creative when they are intrinsically motivated. In work settings, productivity can be increased by using extrinsic rewards such as bonuses, but the actual quality of the work performed is influenced by intrinsic factors. If you are doing something that you find rewarding, interesting, and challenging, you are more likely to come up with novel ideas and creative solutions.

Motivation to Learn
Intrinsic motivation is an important topic in education, as teachers and instructional designers strive to develop learning environments that are intrinsically rewarding. Unfortunately, many traditional paradigms suggest that most students find learning boring so they must be extrinsically goaded into educational activities. Malone and Lepper (1987) suggest that this need not be the case and identify several different ways to make learning environments that are intrinsically rewarding.

Malone and Lepper define activities as intrinsically motivating if "people engage in it for its own sake, rather than in order to receive some external reward or avoid some external punishment. We use the words fun, interesting, captivating, enjoyable, and intrinsically motivating all more or less interchangeably to describe such activities."

The factors that they identify as increasing intrinsic motivation are
  • Challenge: People are more motivated when they pursue goals that have personal meaning, that relate to their self-esteem, when performance feedback is available, and when attaining the goal is possible but not necessarily certain.
  • Curiosity: Internal motivation is increased when something in the physical environment grabs the individual's attention (sensory curiosity) and when something about the activity stimulates the person to want to learn more (cognitive curiosity).
  • Control: People want control over themselves and their environments and want to determine what they pursue.
  • Cooperation and Competition: Intrinsic motivation can be increased in situations where people gain satisfaction from helping others and also in cases where they are able to compare their own performance favorably to that of others.
  • Recognition: People enjoy having their accomplishment recognized by others, which can increase internal motivation.
Four T's of Autonomy in Learning
  1. Task - Is there a degree of open endedness about the task?
  2. Time - Is the deadline flexible or a limit to the length of the activity?
  3. Technique - Does the task offer alternative ways to complete?
  4. Team - Do pupils have a choice in who will be in their group?
Some tips when using Intrinsic Learning Motivation
  • Do not praise for an easy task - It lowers student's self esteem and perception of their ability.
  • Reward is most effective when it's contingent on attaining a specified activity.
  • Make any reward (praise) contingent on successful achievement of specific performance goals.
Observations
  • "Unnecessary rewards sometimes carry hidden costs. Most people think that offering tangible rewards will boost anyone's interest in an activity. Actually, promising children a reward for a task they already enjoy can backfire. In experiments, children promised a payoff for playing with an interesting puzzle or toy later play with the toy less than do children who are not paid to play. It is as if the children think, 'If I have to be bribed into doing this, then it must not be worth doing for its own sake.'"
    (Myers, 2005)
  • "The functional significance, or salience, of the event dictates whether intrinsic motivation is facilitated or diminished. For example, an athlete may perceive receiving an external reward (e.g., money, trophy) as a positive indicator of her sport competence (informational), whereas another athlete may perceive the same reward as coercion to keep her involved in the activity (controlling). Thus, the aspect of the event that is perceived as salient will determine level of autonomy and perceived competence experienced, and ultimately affect intrinsic motivation for that activity."
    (Horn, 2008)
I therefore make the following recommendations for educators to consider when planning, delivering and assessing learning activities;
  1. The teacher considers the possibilities of a phased replacement of extrinsic motivation with intrinsic motivation.
    - This can be achieved by raising the expectation for rewards and encouraging more reflective learning. For assistance with questioning, see Intrinsic Motivation: reflective learning development questions
  2. The teacher considers the factors that increase intrinsic motivation opportunities (above).
  3. The teacher does not praise pupils for simple tasks (e.g. capital letters and full stops).
  4. The teacher respects and discusses the negative feelings that may be generated by some activities.
  5. The teacher encourages the pupil's to begin self assessing and to discuss reflective learning questions with talk partners on their tables.
    - Activity to do recommendation 5: Print, laminate and cut out the question cards (below) with enough to give pupils one between 2. Ask them to spend two minutes asking their partner the relevant questions on the cards at each stage of the lesson. (Questions for starter, main and plenary).
    [Download Questions]
This should provide all educators with the right advice to ensure a system where all children are able to gain some intrinsic rewards for making progress in their learning.

References

Brown, L. V. (2007). Psychology of motivation. New York: Nova Science Publishers.
Cherry, Kendra. About. http://psychology.about.com/od/motivation/f/intrinsic-motivation.htm. <<Accessed 06.10.2013>>
Coon, D. & Mitterer, J. O. (2010). Introduction to psychology: Gateways to mind and behavior with concept maps.Belmont, CA: Wadsworth.
Griggs, R. A. (2010). Psychology: A concise introduction. New York: Worth Publishers.
Horn, T. S. (2008). Advances in sport psychology. Champaign, IL: Human Kinetics.
Malone, T. W. & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analysis. Hillsdale, NJ: Erlbaum.
Myers, D. (2005). Exploring psychology, Sixth edition in modules. New York: Worth Publishers.
 
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I believe every student wish to participate in the classroom's learning process. In other words, they want to belong to the group. They demonstrate belonging to the whole group by taking part in all of its activities. Therefore, one of the most crucial steps a teacher could take has been to establish a warm and welcoming environment. When students feel welcomed and appreciated then they want to please their teacher and show they deserve to be a part of that group.
 
Teaching and nurturing SPED students require a lot of patience, understanding and enthusiasm. A teacher who isn't motivated or committed in her line of work wouldn't be able to motivate children with special education needs. For these types of students, the reinforcement method is a much better option. Punishment should be avoided as this could hinder them from opening up or improving. Drawing and colouring activity as well as exposure to nature help these students grasp the meaning of happiness and contentment.
 
xTinx wrote, "Drawing and colouring activity ... " which is so wonderful to hear a young teacher acknowledge a coloring activity. Over thirty years ago, it was common for classroom teachers to permit students to color, play with toy, or usie block or clay to create anything they wished during Playtime. Yes, that's right! Teachers were encouraged to have in class playtime. It was only a fifteen minute recess. That was time I used to adjust/change bulletin boards, correct papers, began adjusting lesson plans, or play with a few students. During those days, there is no wonder why we had so few absences, behavior challenges, or higher test scores.
 
The thing is, these ideas and principles should be applied to ALL students. Not just those with special needs. Kids want to feel like they matter. They want to have fun. They want to know they are safe. You make your lessons fun and show your students they matter to you, they are more apt to learn what you are trying to teach.
 
You can never just arbitrarily do as you wish. You write your lessons. Once your administrator givens their written approval, that principal's initials, then you could tweak or make adjustments to incorporate a few fun activities. However, remember, the state, or your district could have a walk through at any given moment.
If you chose to delude yourself stating, oh that would never ever happen, then ask some of the veteran teachers in your district if that ever happened to them.
Once, an administrator director, and my principal walked in my room while my back was against the door. Thankfully, I was on my feet walking around doing my job! In one blink of an eye, this man from downtown was sitting at my desk going through my lesson plan book, grade book, a calendar book I keep that detailed parental contacts while my principal stood at the door shaking in her shoes. Those were the years that our school was an outstanding school with a great reputation in a rough neighborhood. That was when we only had 30-33 students at the most.
Those were the days before the crime and drugs really hit the fan. You can imagine what occurred after the neighborhood truly deteriorated. Those were the days before I had 40+ students on my roster. Additionally, 12 of those were special needs students.
 
Things have changed and educating students has become difficult with all the red tape we are forced to go through... but it is not impossible. You just have to be inventive in your thinking and get through that red tape. There are ways also to reach them through positive reinforcement. One teacher I had would throw us candy for every right answer we got. He would just turn around, ask a question, call on someone.... if they get it right. They get the candy. It was awesome.
 
I used to do that. However, after a while I wanted students to learn without receiving a reward.
They should be intrinsically motivated. I should not extrinsically motivated by candy. Now, I am speaking specifically about the middle school level. I would still give out weekly treats to the lower elementary students on a group achievement basis. I still would not routinely give out treats to individuals because other children would become jealous.
 
I don't understand why there is a problem rewarding kids with a point system? The real world is run by doing something for a reward (you go to work, you get a paycheck). Why does this settle on one group of kids alone? If you single people out then you are giving them special treatment.
 
Children should learn to be self-motivated without all of those outside forces.
Here in the US at five years old students enter kindergarten. I used to teach that grade. Just like most of my colleagues, in order to get your foot in the door of one of your preferred school buildings, you are offered kindergarten. Principals or headmistresses/headmasters would observe your for that year. Then they offer you a permanent position in their building. After that first year you are given a contract. My very first principal made it clear that if you wanted a contract in her building then you must not give out treats. She believed that mild competition among individuals, and competition among learning groups should have been enough to intrinsically motivate children's learning.

I tended to disagree with that concept, initially. If I work my butt off creating lesson that make it possible for all students to achieve then I would not need the treats to motivate student learning. The teacher should constantly model what is expected. Then use the children to model to each other what is expected. Successful students would arouse each other's curiosity. Treats, extrinsic motivation, sooner or later fails.
 
primalclaws1974 said:
I don't understand why there is a problem rewarding kids with a point system? The real world is run by doing something for a reward (you go to work, you get a paycheck). Why does this settle on one group of kids alone? If you single people out then you are giving them special treatment.
Click to expand...
Agreed... I understand Allison2021's point about self motivation, but one of the reasons kids go to school is to learn what they need to be productive citizens and get jobs. That is why a kids school day is similar to a work day in a lot of respects. In society, we are motivated by rewards. Paychecks, Vacations, etc... so why not use rewards to motivate kids to pay attention and learn. If you were to look at various different students and view the ones who get rewards from their parents for good grades and the ones who get nothing for good grades, I bet the ones who get rewards have a higher percentage. Already schools kind of have a reward system in place. If you want to play a sport you have to get a certain grade average. Students on sports teams study pretty hard to keep above that average so that they can keep playing.
 
When my older daughter was in school they had a system that basically mandated that no one was special and that there was no reason to strive ahead of anyone else. I don't know if this was put into place so that kids with learning or physical disabilities didn't feel left out. Although I am all for disabled students being enrolled in public school, I don't think they should hold back the whole classroom/school.
 
Well explained very informative and useful ideas. At present time some subjects and discussion are bit boring that causes ineffective teaching. Life is rewarding so by giving prizes is an out of the box idea that will make the class active. I recommend aside to those above mentioned is make it in between. Initiate a game then afterwards subject discussion then games then discussion. In this way class will be eager and excited to what will happens next and be actively participated. I would propose to give the rewards after class.
 
To be honest with you, I agree with you to some degree. Though I think our educational system must be revoked into the previous state it was in. What I mean is that kids with special educational needs would have to study what they like, and not what they are told. I think this should be a common thing for all the kids and their parents. Having to study multiple subjects alltogether, like history, music and literature is a waste of time. It's mostly done to unite us into one nation and carries a political meaning behind it.
 
Source:
https://www.goodschoolsguide.co.uk/special-educational-needs/help/classroom-help-for-sen

Classroom help for children with SEN
Under the Disability Discrimination Act, appropriate help must be provided by schools and colleges so that children with special educational needs are 'on a level playing field' with their peers.
Someone with dyspraxia who writes very slowly may qualify for extra time in exams, get help with typing tuition, and be permitted to use a laptop in class.
You should hope for a quiet confidence from your school about fulfilling your child's special needs, but if staff appear horrified by them, or flippant in their attitude to dealing with it, then it's time to reconsider what is best for your child.

What helps a child to learn?
What helps depends on the needs of the child. The checklists below are intended as a guide and to stimulate ideas. Not all will be appropriate for your child. As children develop their needs change, and so too will the type of help and assistance they require. If you believe your child's needs are not being properly met, or there are simple additional things that could be put in place, do contact school and arrange to discuss this with them. Friendly, open dialogue can make a great difference for all involved.
Some SEN classroom strategies are simple and don't cost anything. For example, having a 'buddy' for a dyspraxic child who is new to the school and gets lost easily will help him settle in, or saying the name of a child with Asperger's when asking 'everybody' to do something, so they understand they are included. Others are complex, bureaucratic processes that it may seem daunting to tackle, but which can open doors to invaluable extra support.

Home and school
What helps:
  • An environment that is safe and secure.
  • Regular and good communication between all those involved with the child: parents, teachers, therapists, teaching assistants etc.
  • High expectations which are communicated to the child.
  • Gaining the child's attention; face to face and, as far as possible, with direct eye contact.
  • Listening to the child.
  • Being positive, building self-esteem, praising small strides as well as giant leaps.
  • Encouraging and rewarding progress. Gold stars, rocket charts and target boards can be as motivating as sweets or treats. Instant rewards help a child to associate the reward with the task.
  • Responsibility, no matter how small.
  • Flexibility – thinking outside the box. Trying different techniques or new approaches, as well as tried and trusted methods.
  • Ignoring (as far as possible) attention-seeking behaviour.
  • Responding to and praising appropriate behaviour.
  • Having clear routines and helping plan for changes to routine.
  • Making sure instructions are clear, precise and understood.
  • Allowing a child time to think and to process responses to questions/instructions.
  • Not letting 'no' be an option but trying to offer choices.
  • Using the school's intranet (if they have one) to check work and progress, lessons and what needs to be done. Many schools put notes and lesson plans online for pupils and their parents to access. Sophisticated systems for older children show when work is due (or overdue) and indicate any important deadlines that are approaching as well as grades and expectations.
At school
It is important that home and school behave consistently towards the child. Good teachers will:
  • Communicate regularly and openly with all staff involved with the child. A home-school book is helpful where a child may be unable to communicate accurately or has difficulty expressing feelings and emotions.
  • Involve all staff. Make sure all who come into contact with the child, eg lunch-time supervisors, support staff et al, understand his or her needs and how to respond.
  • Address the child personally, always using his name. He may not realise 'children' or 'everyone' includes him.
  • Have a focused learning environment. Too busy and the child may be easily distracted, too minimal and the child may find the environment lacks stimulation.
  • Provide a quiet area or time out place for children who may become stressed during the day. The child should know that the use of such an area is to facilitate not punish.
  • Be consistent when applying rules; and remind and rehearse them regularly.
  • Reinforce oral instructions and communication with visual and tactile support.
  • Use visual prompts where necessary, such as a visual timetable.
  • Consider how the child will access the curriculum. Think about: teaching and learning objectives, appropriate support, allowing extra time and the style of delivery - does it suit all learning styles?
  • Use a practically-based curriculum supported by multi-sensory teaching and learning which addresses all types of learners.
  • Constantly revise and reinforce learning.
  • Keep the child busy. Ensure she always has something to do, whether on completion of a task, when stuck or while awaiting the teacher's attention.
  • Help children build friendships; use peer mentoring, buddies, friendship benches etc.
  • Provide good role models. Make use of other children and staff to provide good role models.
  • Encourage communication between children and adults and between children themselves.
  • Celebrate differences and help other children to recognise and celebrate those differences too.
  • Avoid using support as a crutch. Support should facilitate independence, not impede it.
  • We all have good and bad days, highs and lows. A good teacher will help the child to understand that a bad lesson or day can be turned around.
 
No child ever chose to have learning difficulties. Children are a gift from God.Both parents and teachers should give children with special needs the necessary assistance.Appropriate teaching methods and teaching aids should be used to get the best out of such students. Teachers should be patient when dealing with special needs children.
 
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