Which practice supports boosting self-confidence in students with disabilities?

• A. Offer explicit instructions and identify good qualities
• B. Provide a formal self-evaluation rubric only
• C. Develop a positive affirmation and provide positive reinforcement
• D. Focus solely on remediation of deficits

Answer: (C)

Fostering self-confidence comes from making students feel capable and valued by recognizing their strengths and rewarding their progress. Developing positive affirmations gives students a constructive, affirming view of themselves, helping them believe in their own abilities. Pairing those affirmations with positive reinforcement—specific praise or rewards tied to effort and progress—tells them that their actions lead to real, positive outcomes. This combination builds a growth-oriented mindset, increases persistence, and encourages greater participation, which is especially important for students with disabilities who may face frequent challenges.

The other approaches don’t leverage this ongoing, reinforcing message as effectively. Focusing only on a formal self-evaluation rubric can feel impersonal and may not provide the motivational boost that comes from immediate, positive feedback. Remediating deficits exclusively emphasizes what’s missing, which can undermine confidence. While explicit instructions and highlighting strengths are helpful, they don’t attach a positive, reinforcing narrative to the student’s daily efforts in the same way.