STUDY OF LEARNING MOTIVATION IN YOUNGER SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS AND INTELLECTUAL DISABILITIES

Abstract

The article presents the results of a study on learning motivation in younger schoolchildren with autism spectrum disorders and intellectual disabilities.The research methods included a review of literature sources and a survey of younger schoolchildren with autism spectrum disorders and intellectual disabilities. The authors examined levels of learning motivation among younger pupils (high, sufficient, mediocre, low).The survey revealed that a high level of motivation for school learning was found only in some pupils with intellectual disabilities.Most younger schoolchildren with intellectual disabilities demonstrated a medium level of motivation. These pupils generally have a positive attitude toward school, but they are more attracted to non-academic aspects of school life. They attend school without enthusiasm, show indifference toward teachers, and do not form close bonds with classmates.A low level of motivation to study at school was found in the majority of students with autism spectrum disorders and a small number of students with intellectual disabilities, which is manifested by an unformed / negative attitude towards school, reluctance to attend school, a negative attitude towards teachers, and the absence of friends at school.It was found that a positive emotional atmosphere at school is more typical for children with intellectual disabilities, whereas children with autism spectrum disorders more frequently experience negative emotions and poor mood.The study also revealed that pupils with autism spectrum disorders tend to have internal positive motives. However, they often display low motivation and a negative emotional background in the school environment. In contrast, pupils with intellectual disabilities demonstrate a higher level of general satisfaction with the school setting and show more diverse forms of cognitive interest.