ABSTRACT
This chapter discusses well-trained teachers equipped to deal with a diversity of learners, including those with special teaching needs, and schooled in up-to-date teaching methods are the most effective response to reduce the negative relationships. Motivation, is strongly linked to achievement, and, for the teacher, well-organised tasks and assessment of learning may be the most profitable way to determine the child's willingness to engage in work. There is ample evidence that children with specific learning difficulty/disability (SpLDs) are more likely to incur low self-esteem, learnt helplessness and lower levels of motivation. When children with an learning disabilities (LDs) experience failure, they may not look for internal factors, such as ability and effort, but rather external controls, such as luck, which may affect achievement motivation. Measuring motivation has usually focused on two methods: assessment of continued engagement in a task and questionnaires used to elicit views about a task. Both motivation and achievement are influenced by many factors.
