Motivational strategies in Intellectually i

: These children are issues of great significance and so I’d be out of my area of expertise if I would comment. But I love to pose a question or two.The Boy 2 child is actually articulating an interest in doing deserts and health pyramids? Isn’t his articulation of interest a kind of motivation? Is there any reason he can’t do deserts? At his level?If he can’t write his name and address yet, the future of independent living does not look bright for this child. Perhaps if the learning topic were more intriuing than a name and address, like deserts, he’d pick up and maybe around that we could include more name and address work?A desert is a name for a different kind of address. If he says he wants to learn about deserts, I’d let him. There are wonderful films and videos easily available about deserts. Tape an Animal Planet segment. Rent a video. E-mail me and I’ll send you a desert video for him. If he loves the desert, then more desert study becomes his reward for learning his name and address.I know you have a different set of rules to play by, but if Boy 1 would in my care, I’d let him talk about the other topics he wants to talk about. Is there such a thing as an invalid topic for learning?Let him set the learning agenda. What does Boy 1 want to talk about? What goals are really needed for this child to meet? Meet them within his chosen topics. What kind of “work” is expected of a child with such signficant issues? Wouldn’t the first goal for such a child to simply be able to interact more normally and thus follow his lead on any topic he wants to talk about?Dear Inclusion Teachers, I am currently teaching 2 II chn one in
: Year7 and one in Yr5. Both are male.The Year 5 student is a
: selective mute.When any work is expected he role plays (acts
: out)/turns his back/starts talking about another topic/has no eye
: contact and puts head down/folds his arms/and does not respond to
: rewards. Im in the room with him 1.5 hours per week and the
: teacher aide is there 5 hours. Most of the time we are trying to
: fit in with classroom work - which is limited as this child I
: believe has minimal literacy and oppositional behaviours. Any
: ideas? Boy 2 is Yr 7 and going thru puberty.(Yr 7 is the end of
: elementary school).He cannot write his own name and address, has
: minimal literacy and understands number to 10.He reckons he’s sick
: of this easy stuff and only wants to do exactly what the others
: are doing in the room. The class theme is deserts and health
: pryamids so Ive written unit plans tagetting modified learning
: outcomes and resourced the teacher.Last week we got 4 words out of
: him all afternoon. No amount of rewards seem to help and
: authoriatrian approaches are lost on his understanding! Any ideas
: please On behavioural strategies and motivation for II students
: would be greatly appreciated Thank Tom

: These children are issues of great significance and so I’d be out of my area of expertise if I would comment. But I love to pose a question or two.The Boy 2 child is actually articulating an interest in doing deserts and health pyramids? Isn’t his articulation of interest a kind of motivation? Is there any reason he can’t do deserts? At his level?If he can’t write his name and address yet, the future of independent living does not look bright for this child. Perhaps if the learning topic were more intriuing than a name and address, like deserts, he’d pick up and maybe around that we could include more name and address work?A desert is a name for a different kind of address. If he says he wants to learn about deserts, I’d let him. There are wonderful films and videos easily available about deserts. Tape an Animal Planet segment. Rent a video. E-mail me and I’ll send you a desert video for him. If he loves the desert, then more desert study becomes his reward for learning his name and address.I know you have a different set of rules to play by, but if Boy 1 would in my care, I’d let him talk about the other topics he wants to talk about. Is there such a thing as an invalid topic for learning?Let him set the learning agenda. What does Boy 1 want to talk about? What goals are really needed for this child to meet? Meet them within his chosen topics. What kind of “work” is expected of a child with such signficant issues? Wouldn’t the first goal for such a child to simply be able to interact more normally and thus follow his lead on any topic he wants to talk about?Dear Inclusion Teachers, I am currently teaching 2 II chn one in
: Year7 and one in Yr5. Both are male.The Year 5 student is a
: selective mute.When any work is expected he role plays (acts
: out)/turns his back/starts talking about another topic/has no eye
: contact and puts head down/folds his arms/and does not respond to
: rewards. Im in the room with him 1.5 hours per week and the
: teacher aide is there 5 hours. Most of the time we are trying to
: fit in with classroom work - which is limited as this child I
: believe has minimal literacy and oppositional behaviours. Any
: ideas? Boy 2 is Yr 7 and going thru puberty.(Yr 7 is the end of
: elementary school).He cannot write his own name and address, has
: minimal literacy and understands number to 10.He reckons he’s sick
: of this easy stuff and only wants to do exactly what the others
: are doing in the room. The class theme is deserts and health
: pryamids so Ive written unit plans tagetting modified learning
: outcomes and resourced the teacher.Last week we got 4 words out of
: him all afternoon. No amount of rewards seem to help and
: authoriatrian approaches are lost on his understanding! Any ideas
: please On behavioural strategies and motivation for II students
: would be greatly appreciated Thank Tom