Motivation Problem or Hidden Disability?Meredith G.
Warshaw, M.S.S., M.A.
Special Needs Educational Advisor So often we are told "your child's so smart - she could do that if only she'd
try" or "he has a motivation problem".. The children in question may get
sullen or angry or depressed; they may cry or insist that "I can't" or "it's too
boring". As parents, it hurts us to hear these things about our children,
to question our parenting skills, and wonder why our children are not
cooperating in school. But there's often more here than meets the eyes.
In my experience, a large proportion children who look like they have
"motivational problems" have undiagnosed special needs. A few of the
hidden disabilities that can make children seem like they "would rather stare at
the ceiling than do serious work" are auditory processing problems,
ADHD/inattentive type, executive function problems, and dysgraphia. 1. Auditory processing problems Auditory processing problems won't show up on the standard hearing tests,
since the problem is not the ability to hear sounds, but the ability to process
verbal information. People with auditory processing problems may
understand spoken information easily in a one-to-one situation with no
background noise and a clear view of the speaker's lips, but have trouble in a
crowded classroom or playground. They often seem like they aren't paying
attention because they misunderstand questions and have trouble following
multi-step instructions. Imagine how difficult it would be to have all
your lessons in a crowded bar with a rock band playing in the background -
that's what school is like for these kids. Children with auditory
processing problems need to receive instructions in writing, not just
auditorily. 2. ADHD/inattentive type ADHD/inattentive type often goes undiagnosed because the symptoms are subtle.
As with the child with auditory processing problems, the child with ADHD often
misunderstands questions and has trouble following multi-stop instructions, only
in this case it is because it is impossible for the child to sustain attention.
It is very important to understand that the lack of attention is not due
to lack of willpower, rudeness, boring teaching, or willful disobedience.
Like children with auditory processing problems, children with ADHD need to have
instructions presented in writing. 3. Executive function problems Children with ADHD, non-verbal learning disability, and some other special
needs, have problems with "executive function" - the ability to plan and
organize. These are the children who are always losing their homework,
whose desks are disaster areas, and who may not be able to write a coherent,
well-planned paragraph. They need help learning to be more organized.
Too often, they are expected to take responsibility for being organized before
they are able; these children need explicit instruction in organizational
methods, help checking each day if they have their assignments, and hand-holding
in getting started on writing assignments. Again, this is not a matter of
"not caring" or "willfulness" (although it can look that way if a child has
gotten too discouraged over the years). 4. Dysgraphia Kids with dysgraphia (written language disabilities) may have trouble with
the mechanics of writing. They are often able to write letters when
copying slowly, but lack the automaticity necessary to write fluently while
thinking about content; they may be able to draw even though they have problems
with writing - the problem is that they are "drawing" their letters. These
kids may seem like they are stubbornly refusing to write when it is truly too
difficult for them. For kids with dysgraphia, it is important to
disentangle the mechanics from generation of content. Let them use
dictation at first, then progress eventually to keyboarding. This allows
them to learn how to share their ideas without their physical limitations
getting in the way. These are only a few of the more common causes of apparent motivation
problems. The older the child, the more likely he or she is to look surly,
angry, or uncooperative, rather than LD. Gifted kids are especially likely
to have developed negative emotional reactions to school work, because they are
told "you are too smart not to be able to do this" or "I know you can do it,
because I've seen you". The problem is that there is no such thing as
being too smart to have a learning difference, and a gifted child with LDs may
be able to compensate well enough to manage the work sometimes, under optimal
circumstances, but not when tired, ill, or preoccupied. For this reason,
it is important to rule out learning differences before concluding that a
child's school problems are due to a lack of motivation.
Originally published in the newsletter of the Association for the
Education of Gifted Underachieving Students. Copyright Meredith G. Warshaw, 2002 | 
