alization, assertiveness and pride. Many of these characteristics are worked on during high school, as preparation for the “real world”, though learning these skills in early childhood will help develop attitudes, abilities and skills to define goals and take initiative to reach them throughout their life span. There are many techniques that have been studied, in attempts to determine the best possible way to teach specifically to children with disabilities, and to the regular students in the class. Some of these instructional strategies, as suggested by Field (1996) include modeling, choices, attribution retaining, and behavioral strategies. Modeling can occur directly or indirectly. Models whether adults or teacher, can demonstrate the specific skill directly, or indirectly encourage children to watch those that are consistently demonstrating the behavior(s) related to self-determination. Based on the idea of modeling, students can be placed with mentors, those who have similar interests and challenges as the student that is placed with them (Field1996, p.47), or be placed in a group of peers, and learn by them through cooperative learning. Providing children with choice lets them use feedback to determine their choices. They are then learning by experience, not by consequences. Children with learning disabilities often develop a feeling of “learned helplessness”. This is caused as a result of continual failure, and develops the expectations of future failure. This has negative effects on self-esteem, risk taking and achievement motivation. When teachers focus on individual successes, rather than standard expectations, the ideas of learned helplessness will gradually diminish. Behavior strategies are another area those working with disabled student can work on. Obviously, using reinforcement techniques can help develop, encourage and maintain motivation, positive self-esteem, and creativity. Behav...
