Author: IDEC
Motivation is a key factor in achieving for everyone, regardless of their learning abilities. Perseverance is also a key factor in achievement, yet without motivation, we lose the will to persevere in the quest to achieve. A failure to see results often leads to demotivation and the loss of will to persevere in the effort to improve skills or abilities. This is particularly true in non-formal education situations where there is often no external obligation to participate and sometimes no obvious markers of the steps to success.
Consequently, one goal in offering on-going developmental opportunities for people with any kind of disability in non-formal education is firstly to create the appropriate environment and then to help them find and maintain a high level of motivation.
Organisations and institutions which are also offering on-going educational opportunities for those who face the challenge of a disability need to ensure that they can support appropriately. If the aim is to nurture motivation, then we need to provide the means for students with disabilities to have all they need to make the premises welcoming and suitable. Needing help to get to the classroom or toilet will figure high on a list of demotivators.
In order to develop and sustain motivation and avoid unintentional de-motivation, we need to understand how it works. According to The Theory of Self Determination there are two kinds, extrinsic and intrinsic. (Drs E. Deci and R. Ryan 1985, revised 2008)
When a person is extrinsically motivated, they do something because of a reward that comes from elsewhere, such as money, praise or acceptance or, to avoid punishment, such as money being withheld, rejection or mocking.
Intrinsic motivation, as its name suggests, comes from within. According to the authors this comes from the satisfaction of 3 needs, which can be of higher or lower significance to each individual but are universal and critical to psychological well-being. They are:
Autonomy = Being able to make decisions, work and do things alone
Competence = Achieving, being recognised for skills already possessed and being recognized as worth investing in
Relatedness = Needing to belong, to feel part of a team or group and to work with others
Overall, the extrinsic motivators often used in education can be counterproductive as they become too linked to success and can have a negative effect on motivation if they are withheld or not increased. On the other hand, some research suggests that offering extrinsic motivators may help motivate students with disabilities since their low self-esteem and lack of confidence in their ability to learn and improve skills often create very low intrinsic motivation.
However, careers and teachers working with people with disabilities in non-formal education still need to help them develop intrinsic motivators so that self-esteem and motivation are sustainable long term by the individuals themselves.
One way to achieve that is to help people with disabilities to develop a Growth Mindset. In her book Mindset: The New Psychology of Success*, Dr, Carol Dweck outlines the benefits of a growth mindset, how to achieve it and how to help others develop a growth mindset. Growth mind set has long been a part of the athletic world and has increasingly been embraced by education establishments and the business world.
One of the key qualities of a growth mindset is the effort a person is prepared to make, combined with the belief that they can improve a skill or an ability level if they want to, and that is exactly the approach we need to cultivate in our learners with disabilities who are taking part in non-formal education.
A growth mindset also helps learners see mistakes as opportunities to learn, and to interpret feedback as an aid to improvement rather than as criticism. However, it is important that carers and teachers focus on giving positive feedback when students with disabilities make small gains to further promote their self-esteem and willingness to persevere.
A second key aspect of a growth mindset approach is that when success is achieved, the focus is on the role the effort and behaviours played, rather than simply the achievement itself. This means that we should encourage our adult learners with disabilities to identify the behaviours and practices which led to their achievements so that not only can they repeat them and achieve further success, but also so that they can feel proud of themselves as people.
Equally important is that success is measured in comparison to the individual’s previous achievements and not through comparison with others.
A realistic SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) can be a useful tool as it can help a student identify what they can build on, where they can grow and what obstacles they may need to overcome. Planning in advance for obstacles enables educators and students to develop contingency plans and so reduce the risk of students becoming de-motivated and giving up.
When the developmental areas are clear, then setting goals becomes an important step to help students with disabilities focus, monitor progress and register achievement. This is particularly important in non-formal education where obvious goals may be lacking in comparison to formal education.
Successful goal setting requires that we use the SMART acronym to guide us. Goals should be Specific, clearly stated and Measurable. A good goal is Attainable, that is, within the reach of the student but demanding enough to stretch the student a little and offer a challenge. SMART goals also need to be Relevant to the developmental needs and interests of the person, and Timed. When a time frame is created, it helps avoid any potential postponement or stalling and keeps learning on track. When SMART goals are set, it is easy for the learner to follow their progressing, to identify when they need help, and when it is time to celebrate success.
Recognition of success is an important factor in keeping motivation high so that people with disabilities in non-formal education keep feeling inspired to grow their skill set. Together with developing a growth mindset, the motivation to persevere could contribute to a fuller, richer life.
*Updated Edition: Changing The Way You think To Fulfil Your Potential 2017 , Dr Carol Dweck
