Date Approved

11-15-2002

Embargo Period

5-16-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Children with mental disabilities--Education; Self-esteem

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to investigate the effects of self-esteem instruction for children with disabilities. Academic achievement, attitudes toward school and learning, and attitudes toward peers were measured prior to ninety days of self-esteem direct instruction. A total of 72 children with disabilities from grade 1 to 3 in 3 elementary schools in the same community participated. They were divided into both control and experimental groups in 3 elementary schools with a total of 3 experiment and 3 control groups. Three special education teachers provided self-esteem direct instruction to the experimental groups according to the same lesson plans discussed by the participating teachers, while no instruction was delivered to the control group. After 90 days of instruction, both control and experimental groups were reassessed for reading and mathematics achievement, and attitudes toward school, learning, and peers. Results showed minimal increase in academic achievement and self-esteem.

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