Understanding Learning: Stages, Needs, and Motivational Factors in Students with Disabilities
This chapter delves into the intricacies of academic learning, defining it as a process that leads to stable behavioral changes through experience and practice. It outlines the stages of learning, including acquisition, proficiency, maintenance, generalization, and adaptation. The text emphasizes the critical learning needs of students with disabilities, highlighting their progression through learning stages and the necessity for explicit teaching and practice. Various motivational theories are discussed, such as intrinsic and extrinsic motivation, and how they impact learning, particularly focusing on students with behavioral and learning disabilities and the importance of Universal Design for Learning (UDL).
Understanding Learning: Stages, Needs, and Motivational Factors in Students with Disabilities
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Presentation Transcript
Chapter 11 Academic Learning Characteristics
What is Learning? • “The process by which experience and practice result in a stable change in the learner’s behavior that is not explained simply by maturation, growth, or aging” (Akiba & Atkins, 2010)
Stages of Learning • Acquisition (including reversion) • No skill basic mastery • Proficiency • Develop automaticity or fluency • Maintenance • Maintain a high level of performance over time • Generalization • Extend the use of acquired skills across situations • Adaptation • Apply a learned skill without help
Critical Learning Needs of Students with Disabilities • Progress through stages of learning more slowly than skillful learners • Require more explicit teaching and supportive practice
Motivation • Intrinsic • Individual’s sense of competence • Extrinsic • Outside sources
Motivation Theories • Locus of Control • Attribution Theory • Internal or External Causes • Spirals of Failure or Success • Learned Helplessness
Adolescents with Disabilities in Behavior & Learning • Challenges associated with students • Specific issues related to disabilities • Common patterns of behavior • Self Determination & the 4 attributes associated with it
UDL • Meeting the needs of students with disabilities • Changes in: • Time allotted for instruction • Persistence or motivation • Pupils’ aptitude for instruction • Ability to understand instruction • Quality of instruction
Model of School Learning Time Actually Spent Time Needed Degree of Learning =
