Third, lack of positive reinforcement for good performance and ridicule and harassment for bad performance harm the childs motivation and self-esteem. Fourth, children with learning disabilities are not merely “unmotivated,” as the common notion goes.
Lavoie presents some adaptations and accommodations possible for a better classroom experience. First, students with learning disabilities can be given special queue to give them time to be ready to answer the teachers questions. This ensures that no additional anxiety is present every time they attend classroom lectures. Second, the teacher can ask for several answers to a specific question that will allow an exceptional learner to come up with a few answers themselves at the same time the rest of the regular learners come up with a complete list of answers. Third, ridicule should be avoided at all times. This ensures that children with learning disabilities do not feel less confident in attempting to answer questions since there is no risk of receiving negative remarks.
support that is largely dependent on their needs and capabilities. For example, based on a first-hand observation, if a gifted child and a learning disabled child are in the same classroom, providing both children with the same information and support while expecting them to act according to the general standards applied to regular learners is not fair. Upon deeper reflection, one would see that regular learners had no problems adapting to the expectations. The gifted child found the task too easy, yet got bored with it. Unfortunately, the learning disabled child had a hard time keeping up with the rest of the class. To top it off, the regular students got no positive remarks, while the gifted child got praises. Unfortunately again for the learning disabled child, the teacher made a slightly negative comment for the lack of good performance. This could easily become a repeated pattern that would