Intrinsic Motivation
In your class, you have a student with an orthopedic impairment who could be performing better. Analyze and describe the student and his/her orthopedic impairment. Analyze and implement which strategy of intrinsic motivation you would use to improve the student’s performance and self-esteem, and explain its intended benefits. Begin your paper by defining ‘intrinsic motivation’.
Submit a paper which is 2- 3 pages in length exclusive of the reference page. Paper should be double-spaced. The paper should cite at least 3 sources from the Reading Assignment in APA format. Check all content for grammar, spelling and be sure that you have properly cited all resources (in APA format)
References
1. Dev, P. (1997). Intrinsic motivation and academic achievement what does their relationship imply for the classroom teacher?. Remedial and special education, 18(1), 12-19. https://pdfs.semanticscholar.org/f364/a526307f73cbf8bbc44622d22449dcd5a406.pdf
- Intrinsic motivation and academic achievement’ examines the very important aspect of intrinsic motivation with students with learning disabilities.
2. Gebhardt, M., Schwab, S., Krammer, M., & Gegenfurtner, A. (2015) General and special education teachers’ perceptions of teamwork in inclusive classrooms at elementary and secondary schools. Journal for Educational Research Online, 7(2), 129–146. https://www.pedocs.de/volltexte/2015/11493/pdf/JERO_2015_2_Gebhardt_et_al_General_and_special_education.pdf
- This article examines secondary and elementary school teachers’ attitudes towards teamwork between general education and special education teachers in the classroom.
3. Heller, K.W., & Swinehart-Jones, D. (2003). Supporting the educational needs of students with orthopedic impairments. Physical Disabilities: Education and Related Services, v22 n1, 3-24. ERIC. https://eric.ed.gov/?id=EJ678650
- Supporting the educational needs of students with orthopedic impairments’ provides information on orthopedic impairments and the unique knowledge and skills required to provide these students with an appropriate education. Information on current practice is provided, as well as training and technical assistance models that can be used to help provide teachers with the necessary training
4. Ostensjø, S., Carlberg, E.B., & Vellestad, N. K (2003). Everyday functioning in young children with cerebral palsy: functional skills, caregiver assistance, and modifications of the environment. Developmental Medicine & Child Neurology 2003, 45, 603–612. http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.2003.tb00964.x/pdf
- Everyday functioning in young children with cerebral palsy’ provides information on the functional skills of children with CP.
5. Shaw, S.R., Glaser, S.E., Stern, M., Sferdenschi, C., & McCabe, P. (2010, March). Responding to students’ chronic illnesses. Principal Leadership, 12–16. National Association of Secondary School Principals.
- This article is about students with chronic illnesses, such as asthma, cancer, insulin-dependent diabetes, HIV, cystic fibrosis, who are having a growing presence in schools and about their educational needs.
6. Venn, J. (1989). Students with physical disabilities and health impairments. ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. ERIC Digest #459. https://eric.ed.gov/?id=ED314915
- Students with Physical Disabilities and Health Impairments’ is an informative article about how physical disability or orthopedic impairment includes severe disabilities that adversely affect educational performance