Investigation Motivation in School Performance of Students with Intellectual Disabilities: Views of General and Special Education Teachers

Abstract

The purpose of the research is to investigate the learning motivations of children with mental retardation, based on the views of teachers. The methodology used was mixed. This mixed research was the qualitative methodology, with a data collection tool, the semi-structured interview, and the quantitative methodology, using questionnaires. The sample consisted of four (4) general education teachers and 45 special education teachers. The research questions of the present study were: what is the level of interest of the student with mild mental retardation for lessons and school, what is the level of anxiety of the student with mild mental retardation in case of low performance, what are the motivations of the child with mild mental retardation that contribute to his active learning (positive or negative), according to the teachers and the last research question was whether the same teachers face difficulties in creating learning motivation in children with mild mental retardation, and If so, which ones. The results show that creating motivation for learning in children with mental retardation is difficult and demanding. General education teachers face more difficulties than special education teachers. In any case, the persistence and will of the teachers can bring the desired results.