The present study aims to investigate the comparative effectiveness of select Differentiated Pedagogical mechanisms based on Learning Stations, Tiered lessons and Graphic Organizers in enhancing the achievement motivation of upper primary pupils with Learning Disabilities. Achievement motivation is an important determinant of aspiration, efforts and persistence when an individual expects that his personality and his achievements in life will be evaluated in relation to some standard of excellence. Achievement motivation refers to a pattern of actions and feelings connected with strivings to achieve some internalized standard of excellence on performance (Vidler, 1977). Disability affects the child’s development as a person. Developing adequate achievement motivation is an important aspect in   affecting the child’s response to education. It is important for the disabled to develop realistic and healthy achievement motivation.  The nature of the study is Experimental. This  study was conducted to find out the comparative effectiveness of select Differentiated Pedagogical Mechanisms namely, Learning Stations, Tiered Lessons and Graphic Organizers in enhancing the achievement motivation of a total sample of  72 pupils with Learning Disabilities from three schools and the design of the study was per-test—post-test non-equivalent group design. Suitable tools and statistical techniques were employed. The study shows that out of the three Differentiated Pedagogical Mechanisms, only the mechanism namely Tiered Lessons is significantly effective than Existing Activity Method of Instruction in enhancing the achievement motivation of upper primary pupils with Learning Disabilities.

Keywords: Learning Disability, Achievement Motivation, Differentiated Pedagogical Mechanisms.