1.+The+Disability+&+Learning+Implications

Underachievement is difficult to define. Most would like it to define it as a deficiency between expected results and actual results. In other words students have attributes that insinuate they should be performing better than they actually are. For example, maybe they have high test scores in one subject area, or perform better in certain areas of their life. This indicates that the child can perform up to expectations but for some reason is not in the underachieved areas.

 Under achieving students usually lack motivation to do well in school. In the case of our student, Jack,has no real desire to do well in school because he excels in many other areas of his daily life. He's not a trouble maker, he has a great relationship with his parents and he loves sports... so why would he need to be motivated to do well in school?
 * Typical Causes:**
 * 1) Motivation
 * 2) Low Self-Esteem
 * 3) Social Anxiety
 * 4) Poor Organizational skills
 * 5) Inattentiveness
 * 6) Skill Deficits (Reading, Math)
 * 7) Normal to High IQ

Motivation is optimized when: The person engages in the task for his own reason rather than in response to external pressure. The task is of appropriate level of challenge. There is sufficient choice.

How can parents and teachers set up learning environments to optimize these conditions? The answer to this question is wide and varied. Specific strategies could depend on various cultures and environments. But the following general principles must be applied.  In short, when students are treated well, respected, encouraged and the work has meaning high levels of motivation will automatically develop. Taken from " [] " an article written by Marilyn Atherley
 * 1)  The pressure on the student must be minimized, for example, remove the competition or social comparison; revise the grading system.
 * 2)  Ensure that the task is of an appropriate level of challenge for the student’s age and ability level. If it is too easy the student will be bored and un-motivated. A level of difficulty above the student’s ability could lead to frustration and giving up.
 * 3)  The task should also be meaningful and relevant to the learner. Students often comment “Why do I have to learn about... I’ll never use this when I grow up!” The aim of the task should be to improve or gain some skill rather than rote memorization of irrelevant facts.
 * 4)  Appropriate use of rewards. Use praise liberally. Reward for effort and improvement and not just for performance.
 * 5)  Provide choice. Students will be more motivated to engage in a task if they have some say in what the task is, how it is to be carried out and presented. The more controlling the teacher is the less motivated the learner will be.
 * 6) <span style="font-family: Verdana,Geneva,sans-serif;"> The structure of the learning exercise affects the level of motivation. There must be clear instructions given . The student must be sure of what is expected of him. Guidelines on how the task is to be performed must be specific and well understood. Immediate and useful feedback are crucial. A promptly returned assignment with comments indicating where the student went wrong and how he could improve is much more useful than a paper with only a B or C grade on it.
 * 7) <span style="font-family: Verdana,Geneva,sans-serif;"> A supportive environment is a must. Students,(or anyone for that matter) do not perform or think well when they feel invalidated or threatened. The rapport that parents and teachers develop with the student must be one of ease and comfort-an encouraging word or tone of voice, a hand on the shoulder. These may seem to be trivial but the impact on the learning is great.


 * Underachievers: Types, Characteristics & Courses of Action**

Characteristics Some Interventions
 * The Coasting Underachiever**
 * Procrastinates at home and school
 * Gives up easily; shows little concern about low grades
 * Selective memory
 * Poor follow through
 * Easily distracted
 * Doesn’t respond to extrinsic rewards/punishments
 * Maintain high structure for assignments, notes, agendas, etc.
 * Provide opportunities for small, frequent checks for organization, compliance, understanding
 * Ask problem-solving questions
 * Use of short term rewards and punishments

Characteristics Some Interventions:
 * The Anxious Underachiever**
 * High anxiety levels, tense
 * Avoids school
 * Perfectionist
 * Worries about mistakes
 * Needs lots of reassurance and praise
 * Frequent visits to the nurse, complains of physical ailments
 * Allow for physical activities frequently
 * Teach relaxation strategies
 * Break up tasks into smaller, more manageable parts
 * Set a time limit to work on assignments
 * Develop goals and expectations with student
 * Use positive praise and reinforcement, avoid criticism

Characteristics Some Interventions
 * The Defiant Underachiever**
 * Quick tempered
 * Argumentative
 * Defiant
 * Problems getting along with peers
 * Blames others for their own actions or mistakes
 * Touchy or easily annoyed
 * Resentful
 * Be specific with directions and setting boundaries, expectations and consequences
 * Focus on most important behaviors; choose battles carefully
 * Do not confront in front of peers or others, discuss behaviors privately
 * Find things to agree upon
 * Allow for choice where possible regarding topics and assignments

Characteristics Some Interventions
 * The Wheeler-Dealer Underachiever**
 * Needs immediate reward
 * Dishonest; may be issues with stealing
 * Manipulative
 * Frequent office referrals
 * Disruptive
 * Few friends
 * Poor family structure
 * Develop clear cut behavioral norms and expectations
 * Deal with issues consistently
 * Model social skills
 * Allow to choose leadership roles in group settings, but model non-leadership expectations

Characteristics Some Interventions
 * The Identity Search Underachiever**
 * Self-absorbed
 * Moody and intense
 * Opinionated
 * Prefers to work alone; very independent
 * Provide choice in learning topics; projects
 * Model social interactions
 * Allow for verbal discussion and in depth vocalization of opinions

Characteristics Some Interventions
 * The Sad or Depressed Underachiever**
 * Food related issues; overeating or poor appetite
 * Lethargic
 * Sleep issues
 * Trouble concentrating
 * Pessimistic
 * Provide periods of physical activity often
 * Develop small goals and criteria with student
 * Choose projects that tap interests of child
 * Use humor

Sources: “Underachievers”. <[] >1 July 2009 “Underachievers: Types, Characteristics & Courses of Action”. __Understanding the Underachieving Gifted Child.__ 2 February 2006. < []>1 July 2009 <span style="font-family: Verdana,Geneva,sans-serif;">