The Disability Matrix in Schools

Learning disability Focus on what the student can do and not the opposite

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Emotional disability Include lots of praise and encouragement as part of the students learning and teaching experience

Intellectual disability Include lots of praise and encouragement as part of the students learning and teaching experience

Autism spectrum disorder Provide the student with tasks that are within his/her capacity

Physical disability Establish a supportive relationship with the student.

Other health impairments Enable the student to experience success through identifying realistic learning objectives for each lesson

Attention deficit hyperactive disorder Observe the students learning style and differentiate learning and teaching accordingly

Disability does not necessarily show the inability of getting some task dome. The disability matrix is of vital importance as a classroom management tool. It identifies the kind of inability and offers a solution to overcoming the disability through encouragements and motivational activities meant to inspire greatness in them. In the recent years, developed nations have invested in research that seeks to find out the best possible ways to encourage the physically challenged members of the society. As such, the community and more so teachers are divided in the rationalizing, the strategies that have been mentioned in the matrix. Arguments in the essay rationalize intrinsic motivation, encouragement engagement, and self-motivation as key in matrix for classroom management strategy.

Promote intrinsic motivation

Intrinsic motivation builds confidence in an individual. It plants in them seeds that bloom the desire to want to achieve more than what is a typical experience. Cerasoli and Ford (2014) hold, As a strategy in the classroom management matrix, it is critical to ensuring that students have no worries, fears or even doubt that hold them back against pursuing that they want (p. 275). Through this kind of motivation, the physically challenged individuals to get the courage and motivation needed to attain perceptibly impossible achievements in schools, both in the developed and developing world.

Encourage engagement

Cerasoli and Ford (2014) agree that it is human nature to respond well to encouragement. Through such kind of responses, the brain is stimulated to relate positively to support. Therefore, such like motivations play a significant role in ensuring that even if when one is engaged in difficult activities, s/he still has a moral obligation of being successful in handling the task.

Encourage self-motivation

To achieve an assignment, it takes the efforts of the teacher through repetitive measures to ensure students understand concepts (Cerasoli, Nicklin & Ford, 2014). Teachers should be keen at this point of time, should they notice a student responding well to lessons they ought to take note of such a student and encourage them. In so doing, the students sees a need to self-motivate. It not only helps them get confident but also facilitates their cognitive development and physical growth despite having disabilities..

References

Cerasoli, C. P., & Ford, M. T. (2014). Intrinsic motivation, performance, and the mediating role of mastery goal orientation: A test of self-determination theory. The Journal of psychology, 148(3), 267-286.

Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980.