Differences in problems of motivation in different special groups

In general, children with a range of special needs have below-average motiv ation and perceived control. We have investigated whether differences exist between the types of problem in different special groups. Theory distingui shes between two types: low motivation and perceived control can be based e ither on a low perceived contingency, or on a low perceived competence. The se two types of problem require different intervention strategies. The deve lopment of these types is related to several factors that might vary system atically in different special groups: specific histories of experience of s uccess and failure, the possibilities of perceiving contingencies, and the kind of feedback and attributions from important others. We asked teachers to rate their pupils and found, in accord with our expectations, that child ren with social, emotional and behavioural problems, children with moderate learning difficulties and children with specific learning difficulties hav e more problems in perceived competence than children with physical or visu al impairments. There was a non-significant tendency in the expected direct ion for children with physical impairments to have lower perceived continge ncy scores than the other groups. We conclude that caution is required in g eneralizing research findings from one special group to another, and in the application of intervention techniques that have been developed for one pa rticular group.