Use The Classroom Management Strategies Template To Complete

Use The Classroom Management Strategies Template To Complete This As

Use the “Classroom Management Strategies” template to complete this assignment. Part 1: Classroom Management Matrix Complete the matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement of students with disabilities. Within the matrix, list and describe one engagement strategy for each of the disability categories. APA style is not required, but solid academic writing is expected. This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Part 2: Strategies Rationale Compose a word summary that rationalizes how the described strategies promote and encourage the following in students: Intrinsic motivation Engagement Support your summary with a minimum of three scholarly resources.

Paper For Above instruction

Use The Classroom Management Strategies Template To Complete This As

This paper aims to develop a comprehensive understanding of effective classroom management strategies tailored to diverse disabilities, emphasizing promoting intrinsic motivation and fostering student engagement. The discussion is structured into two parts: the first involves completing a classroom management matrix outlining specific engagement strategies for various disability categories, while the second provides a rationale explaining how these strategies support intrinsic motivation and engagement in students with disabilities.

Part 1: Classroom Management Matrix

The core of Part 1 involves identifying specific engagement strategies corresponding to different categories of student disabilities. These categories often include learning disabilities, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (EBD), and physical disabilities. For each disability, a tailored strategy is proposed, designed to promote intrinsic motivation and encourage active participation in classroom activities.

Learning Disabilities

Strategy: Use of differentiated instruction that offers personalized learning tasks aligned with students' interests and strengths. This approach fosters autonomy, a key component of intrinsic motivation, by allowing students to select activities that resonate with their preferences, thereby increasing engagement.

Attention Deficit Hyperactivity Disorder (ADHD)

Strategy: Incorporation of movement-based learning activities. Engaging students with ADHD through short, active breaks and physical movement during lessons helps improve focus and sustain interest, promoting intrinsic motivation by making learning physically stimulating and enjoyable.

Autism Spectrum Disorder (ASD)

Strategy: Implementation of structured routines complemented with visual supports. Clear expectations and predictable routines reduce anxiety and promote a sense of control, which encourages students with ASD to participate actively and feel motivated from within.

Emotional and Behavioral Disorders (EBD)

Strategy: Use of positive reinforcement and social-emotional learning (SEL) activities. Recognizing achievements and fostering social skills help build self-efficacy and intrinsic motivation by promoting positive feelings about learning and social interactions.

Physical Disabilities

Strategy: Adapted physical activities and assistive technology to enable participation. Ensuring accessibility and independence in classroom tasks enhances feelings of competence and motivated engagement from students with physical disabilities.

Part 2: Strategies Rationale

Effective classroom management strategies tailored to the needs of students with disabilities are fundamental in fostering intrinsic motivation and engagement. Differentiated instruction, for example, respects individual learning preferences and promotes autonomy, which is vital for intrinsic motivation. According to Deci and Ryan’s Self-Determination Theory (2000), fulfilling the basic psychological needs for autonomy, competence, and relatedness enhances internal motivation. When students are allowed to choose activities aligned with their interests, they develop a sense of ownership over their learning, increasing engagement.

Movement-based strategies for students with ADHD capitalize on the need for physical activity to regulate attention and energy levels, as supported by research indicating that physical movement can enhance cognitive function and motivation (Sullivan & Gorham, 2018). Such strategies make learning more enjoyable and physically engaging, reinforcing intrinsic motivation.

For students with ASD, structured routines and visual supports reduce anxiety and provide predictability, which are crucial for fostering a safe learning environment. Studies show that predictability and visual cues support independence and motivation for students with ASD by minimizing uncertainty and allowing autonomy (Hume, 2017).

Positive reinforcement and SEL interventions with students experiencing EBD build self-efficacy and strengthen their internal motivation to participate and persevere. According to Bandura's social cognitive theory, the development of self-efficacy influences motivation and engagement (Bandura, 1997). Recognizing successes and fostering social-emotional competencies helps cultivate self-confidence and intrinsic interest in learning activities.

For students with physical disabilities, modifications such as assistive technology and adapted activities promote accessibility and independence. When students can participate fully, they experience competence, a key driver of intrinsic motivation, consistent with Self-Determination Theory (Deci & Ryan, 2000). Facilitating success in participation encourages ongoing engagement and a positive attitude toward learning.

Conclusion

In conclusion, tailored classroom management strategies are essential in addressing the unique needs of students with disabilities. Strategies that promote autonomy, competence, and relatedness significantly enhance intrinsic motivation and engagement. Educators must understand the individual profiles of their students to effectively implement these strategies, ultimately fostering an inclusive and motivating learning environment.

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Hume, K. A. (2017). Supporting social interactions of children with autism spectrum disorder. Autism, 21(8), 938–941.
• Sullivan, A. L., & Gorham, U. (2018). Physical activity and motivation in students with ADHD: A review. Journal of Attention Disorders, 22(8), 730–738.
• McLeskey, J., & Waldron, N. L. (2011). Efforts to improve the inclusion of students with disabilities in general education. The Journal of Special Education, 44(2), 131–140.
• Odom, S. L., et al. (2015). Evidence-based practices in interventions for children and youth with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(7), 2319–2335.
• Reichow, B., et al. (2012). Comprehensive versus targeted interventions for children with autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 42(1), 21-37.
• Wehmeyer, M. L. (2013). The impact of self-determined learning on academic motivation. Journal of Intellectual Disabilities, 17(1), 69–77.
• Houghton, S. & Barlow, A. (2018). Strategies to improve engagement for students with emotional and behavioral disorders. Learning Disabilities: A Contemporary Journal, 16(1), 43-56.
• Wong, C., et al. (2015). Evidence-based practices for students with autism spectrum disorder. Journal of Special Education, 49(1), 26–39.