The perceptions of labeling African American males as specific learning disabled on their intrinsic motivation to achieve in elementary school.

摘要

In this study, I seek to answer the question: how does the label of Specific Learning Disabilities affect the motivation of African American males to perform well in school? The history of Specific Learning Disabilities was reviewed as well as the definition and legislation that shapes how we view the disability today. Self-Determination Theory, specifically as it relates to intrinsic motivation, was also examined in order to develop an understanding of how intrinsic motivation and specific learning disabilities relate. An online questionnaire and follow-up interview reveal teacher perceptions about how being labeled as having a specific learning disability affect the motivation of the African American male. The results indicate that the African American male could experience motivational deficits after being deemed as having a specific learning disability; however it manifests itself in multiple ways.