Abstract Motivating close examiners with learning disabilities to succe academically has in extent been a challenge for teachers.

Abstract

Motivating close examiners with learning disabilities to succe academically has in extent been a challenge for teachers. It is no coincidence, then, that a considerable amount of research has been manner of lifeed in the area of pupil motivation. While much remains to be learned about pupil motivation, research to date clearly indicates that subdued levels of motivation among close examiners are directly related to the anticipation of academic failure. In this article, hale and practical strategies based forward research findings are provided that can help teacher's increase close examiner motivation by changing their expectations for failure to expectations for succes These strategies include structuring