Hear Our Voice: Motivational Curriculum and Perceptions of Adults with Intellectual Disability

Abstract

Students with intellectual disability (ID) benefit from classrooms offering specialized curricula and resources designed to meet their individual learning needs. This qualitative, single descriptive case study applied Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivational Instruction Model to reading instruction for adults with ID in a Northern California learning environment previously excluding a specific motivational curriculum component. Twelve adult student participants with ID experienced a reading workshop curriculum including and without the addition of Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational instruction model. The research questions, presented in a focus group format, asked how the students described their perceptions of learning ability in the four ARCS focus areas of attention, relevance, confidence, and satisfaction. The sub-questions asked which areas the students perceived as the most engaging part of each workshop. Four instructor participants also provided classroom observations in post-workshop interviews. Resultant themes identified that perceived personal connection to class material, personal support, and recognition of accomplishment motivate student concept learning, engagement, and success. Implications and recommendations for scholars, practitioners, and leaders present suggestions for developing new models or adapting existing models for motivational instruction designed for optimal education of this special student group.