ABSTRACT

Given that the majority of students with learning disabilities (LD) are currently educated alongside general education peers for the majority of the school day in inclusive classrooms, it behooves motivation scholars to consider the practical implications of their research for all teachers working with students with LD. The purpose of this article is to discuss how three theoretical perspectives on motivation can be leveraged to support classroom teachers’ work with this student population. Following an overview of our three focus theories of motivation (goal orientation theory, self-determination theory, and expectancy-value theory), we discuss research about students with LD that employs each perspective, as well as any related interventions for students with LD. Afterwards, we provide practical implications for teachers working with students with LD. Finally, we offer recommendations for research on motivation using these and other theories that are sensitive to the specific strengths and challenges of students with LD.

摘要

鉴于目前大多数有学习障碍 (LD) 的学生在全纳课堂的大部分时间里与普通教育同龄人一起接受教育，因此激励学者应该考虑他们的研究对所有与 LD 学生一起工作的教师的实际意义. 本文的目的是讨论如何利用三种关于动机的理论观点来支持课堂教师与这些学生群体的工作。在概述了我们的三个焦点动机理论（目标导向理论、自我决定理论和期望值理论）之后，我们讨论了采用每种观点的 LD 学生的研究，以及针对 LD 学生的任何相关干预措施。然后，我们为与患有 LD 的学生一起工作的教师提供了实际意义。最后，我们使用这些理论和其他对 LD 学生的具体优势和挑战敏感的理论为动机研究提供建议。