Self-esteem

Trish Pellegrino

Jill Hall

Gina Ross

Food for Thought

• “Do I have to go out for science class?”

• “Nobody talks to me in math class.”

• “They make fun of me when I read!”

• “The teacher said I was bothering her when I asked for help!”

How are all of these comments related?

Purpose

The purpose of this paper is to discuss low self-esteem in special education students who are integrated into regular education classes and to identify possible strategies to help these students improve their self-esteem.

Concept of Self-esteem

We believe that self-esteem is the “entire” student perceiving their environment.

Research - Interpersonal• Sabornie and Beard (1990) state, students

with special needs struggle with developing peer relationships and displaying appropriate social skills

• When students are actively rejected or ignored by their peers without disabilities, do they perceive and take to heart such rejection and what does that rejection make them feel about their future ability to initiate or sustain appropriate social relationships?” (Pavri & Luftig, 2000)

Research - Academics

• Research conducted by Odom, McConnell, & Chandler (1994) indicates that students with disabilities who have delays in social development also have delays in academic performance and achievement.

Research - Behavioral

• Sigafoos (1995) states that students with disabilities display more aggressive and negative verbal and nonverbal behaviors.

Research – Another Theory

• Jerome, Fujiki, Brinton, and James (2002) identify another theory on self-esteem in special needs children. Their study suggests that as children mature, they become aware of the differences between themselves and their peers.

Strategies

• Instead of assuming that a student will “catch on” to appropriate behaviors, we need to teach these behaviors.

Research shows that the strategies listed, along with others, help a child with disabilities improve their self-esteem.

- Peer Support Network- Cooperative Learning

Context

• Gina’s Story –An Elementary School Perspective

• Jill’s Story – A Middle School Perspective

• Trisha’s Story – A High School Perspective

ConclusionAs special educators on the elementary,

middle, and high school levels, we see our students struggling with bruised self-esteem on a daily basis. Through our research and personal experiences, we have determined that students with disabilities who are integrated into regular education classes exhibit low self-esteem. In order to make integration successful for special education students, teachers must be willing to implement strategies to “boost” their self-esteem. When these strategies are in place, improvements in interpersonal, academic, and behavioral performance will be seen.