This literature review focuses on approaches to measuring and improving the self-concept of young children with special needs. Two particular models dominate the debate on the self-concept construct: the perceptual model (in which self-concept is equated with a self-description formed during the preschool years) and an operational model (in which self-concept is an individual's repertoire of self-descriptive behavior). This second model allows for multiple domains and recognition of cultural differences. Although self-concept is an important educational phenomenon, it has been a misused and misunderstood construct, with measures sometimes producing consistent results while failing to measure what they purport to measure. Special educators need to know that most standardized instruments of self-concept reflect the social ideal of the dominant society and that self-concept in young children is area-specific, situation-specific, and multidimensional in nature. Critical self-concept enhancement strategies include: (1) caring for the "special" child, (2) having reasonable expectations, (3) listening to the "special" child, (4) having rewarding environments, and (5) involving the "special" child. (Contains 26 references.) (DB)