ERIC Number: ED351823
Record Type: RIE
Publication Date: 1992-Oct
Reference Count: N/A
Self-Concept of Young "Special" Children: What Special Educators Should Know.
Obiakor, Festus E.; And Others
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)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Fall Conference of the Arkansas Federation of the Council for Exceptional Children (Hot Springs, AR, October 22, 1992).