First published in 1988. The mounting concern in schools over widespread failure in academic achievement, greater disaffection in children and the lack of confidence in many school leavers are highlighted by the difficulties experienced by children who have special educational needs. Within this group the importance of the child’s evaluation of him or herself – i.e. self-esteem – is a neglected issue.
This book investigates how the level of self-esteem appears to influence social behaviour and school performance in children with special educational needs. It discusses the practical steps that can be taken to assess and enhance self-esteem in children with special needs and evaluates their effectiveness. The author emphasises the discrepancy between the performance of children who have special educational needs in ordinary classrooms with that achieved in special settings. He argues that the negative impact on a child’s self-esteem created by placing him/her in an ordinary classroom may outweigh the benefits of greater integration. A full and informative treatment of both the theoretical and practical implications of a neglected subject, this text book is suitable for experienced special educational needs teachers and those undergoing teacher training, as well as psychologists with an academic interest in the self-concept or a professional involvement in assessing children.
Acknowledgements; Introduction; 1. The Self-Concept: General Characteristics and Theoretical Foundations 2. The Development of the Self-Concept 3. Assessment of Self-Esteem 4. Self-Esteem, Schooling and Academic Achievement 5. Enhancing Self-Esteem in Children with Special Needs I: Indirect Influences 6. Enhancing Self-Esteem in Children with Special Needs II: General Classroom Strategies 7. Practical Classroom Activities Related to Self-Esteem for Special Needs Children 8. Enhancing Self-Esteem in Teachers of Special Needs Children 9. Summary and Conclusion; Appendices; Bibliography; Additional References; Index
This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.