Motivating Student Motivation For Students

Firstly, Mrs. Creech discusses meaningful inclusion. Students with disabilities will learn and a slower pace, and therefore they need follow a curriculum that meets their needs. When students are part of general education classes, it is important to evaluate the material that will be taught to the child during inclusion. Valuable lessons include: skills in self-care, communication and vocational goals. It is important to see the big picture for these children. We need to teach skills that are going to contribute to their independence as adults.

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

Inclusion is the act of having students with disabilities and abled body students in the same classroom. In concept this has many benefits not only for the students but it also saves time and money for the school, however in practice I do not think inclusion works the way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards such as helper teachers are in place to help out. In my experience these teachers are in the way most of the time when students are trying to learn, and students feel cheated when the special needs students are handed a supplemented test making the students feel bad. Lastly that the pros of inclusion in the classroom are set in perfect conditions with good teachers on both sides special education and general education, however most of the time that is not the case.

Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,

Understanding how students are motivated can help educators engage students in learning activities and ultimately improve their academic performance. Researchers Mandy Sedden and Kevin Clark summarizes students’ and instructors’ perspectives on motivation and explores instructional strategies educators can use to motivate college students (Sedden & Clark, 2016). This journal article discusses the impact student motivation or lack of motivation has on the overall outcome of their educational experience. Sedden and Clark noted that many students of the millennial generation view education as an acquisition rather than a process of learning (Sedden & Clark, 2016). In other words, the thought of the high-paying job or improved intellectual status that awaits after completing school is more alluring than the process of attaining knowledge. According to the research students are intrinsically motivated when the instructor is motivated themselves, the lessons are interactive, the atmosphere is positive and well-organized, and the instructor demonstrates they care about the students.

Inclusion is beneficial for all students in a general education classroom, not just the students with disabilities. Inclusion teaches all students understanding, compassion, respect, and acceptance of others. Students with disabilities are able to learn from peers and teachers alike. Inclusion also boosts a student’s confidence because they feel accepted within the classroom, the school, and the community. Inclusion leads to more success in achieving the goals set forth in the IEP. The Common Core State Standards go hand in hand with inclusion because they address the knowledge and skills

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;

Inclusion is a current trend in education because special needs students are afforded the opportunity to learn, participate and receive equal treatment in the classroom as the students without disabilities. I located a video concerning inclusion benefits for students with down syndrome. Other information found in the video were resources for parents and educators on ways to assist with educating their child or students with down syndrome. The video provided at the end of this document was selected because of the content is contains.

One major benefit that students can gain from being in an inclusion classroom is a heightened self-concept. “It is generally agreed that children who have learning problems and/or those who are behaviorally impaired often develop a poor self-concept.”(Dunn, 1963:113; Frostig and Horne, 1962: 11-12; Special Education in the Regular Classroom, 1969) One way that students can gain a better

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.

One of the challenges that can occur within integrated classroom is students with learning disabilities academic needs are not being meet. For teachers to successfully enforce integrated classroom they need all the same resources a special education classroom receives for the students. What can occur unfortunately classroom population for teacher and student’s ratio is increasing, and can have a negative effect for student academic performance. For a classroom to be successful the classroom size matter because classroom size has a great impact on students education, and when the number of students is reduced to a small portion teachers are able to give more attention to students. (Boyer, 122-123). When students are in inclusive classroom the effect that has on students is important to take into consideration. In a study conducted by *****, measured students with learning wellbeing when they are placed in inclusive classroom, the finding were, “ … Special Educational needs presented lower level of subjective wellbeing. Specially, this study highlighted the low scores in terms of life satisfaction, health related quality of life and positive affect, and the higher score regarding negative affect in these student” (****, 89). When students are placed in integrated classroom, unfortunately the teacher has a large population of students that those with learning disabilities are not given the attention they need to grasp the lecture and to pause to review the context. This can

The topic I originally planned to look into for my Action Research Paper was the affect of reward systems on a student's academic performance. My idea was that a student's performance could be influenced by the presence of a reward system. I was interested in seeing if certain subject areas were more likely to use such systems than other subject areas. I strived to see if a student's academic performance could mean more than just their exam scores and ability to complete assignments. I wished to see if a reward system could change the way a student was motivated in the classroom; to see if their overall attitude could be changed. I also thought to look into their attendance in classes where motivation was