SELF-ESTEEM & LEARNING-DISABLED CHILDREN.   Term Paper ID:19682 Click to get this paper

Essay Subject: How it develops, effects on kids, social & educational goals, connection between peers, parents & teachers, future research.... More...

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Paper Abstract: How it develops, effects on kids, social & educational goals, connection between peers, parents & teachers, future research. Paper Introduction: This report will analyze learning disabilities in children. Learning disabilities come in many forms and often cause problems with behavior, perception and task skills. The report will focus primarily on how learning disabilities affect self-esteem in the child. Research will be reviewed and presented which illustrates how self-esteem develops, how it is affected when learning disabilities are present, and how it affects overall development in the child where social and educational goals are concerned. A section will also discuss how to elevate self-esteem levels in learning disabled children by helping them in activities which make them feel more capable, more important, more forceful and more worthwhile. Studies will be analyzed which show the positive results which occur in learning disabled children after they have experienced increased motivation through Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Adolescent self-esteem, emotional learning disabilities & significant others. Self-concept & the learning disabled child. More research is necessary to see if the problems with self-esteemare actually created by the mind of the learning disabled child, of ifteacher attitudes, prejudices and misconceptions might add to the lack ofself-esteem. Developing self-esteem. Treatments forincreasing self-concept in learning disabled children are as follows:"providing information about the disability, parent training, hypnotherapy,teaching strategies, classroom strategies, and classroom placement"(Avazian, 1987, 1). W. The results illustrate the key role motivation plays indetermining the validity of diagnostic assessment and demonstrate thepotential value of similar tasks for use in differentiating from amongindividuals diagnosed as learning disabled, those who do not have impairedlearning processes. Also needed would be programs for older children which willimmediately visualize the message of the lesson for them, while making itfun and unique through the use of video. Learning Disabilities Focus. (1982, Spring). Avazian (1987) has done one of the most comprehensive studies on theeffects of learning disabilities on a child's self-concept. Many different programs exist which try toachieve these four types of self-esteem building concepts for the learningdisabled child. Vol. H., & Pearl, R. Inother words, the successes or failures are not what is important; rather,it is important that the learning disabled child feels like having controlover them. The development of learning disabled children's self-perceptions. As Smith (1986, 237) reports, "Skilledteachers need to structure the instructional process for learning disabledstudents so that it builds confidence, reduces anxiety, encouragesautonomy, and instills a sense of the delight of learning." Perhaps in theage of high technology, instilling a sense of delight in learning can beachieved by using videos of programs that combine learning and fun, likeSesame Street. 1-22.Searcy, S. 1-17.Peck, D. Another area that creates low self-esteem in learning disabledchildren is when people are unable to discuss their problems with themopenly and honestly. A major area which can benefit the learning disabled child is theelement of the instructor/teacher. A positiveidentity is what is being built, from which a positive self-esteem springs. This research is supported by Rowley (1981, 2) who explains: "thelearning disabled child seems to have a greater need than the normal childfor parental support which helps to establish high self-esteem.Performance, and not potential, seems to be the most important factor inmaintenance of high self-esteem in learning disabled children." The studyshows that helplessness and low self-esteem can be learned from theteacher. Enhancing self-concept of LD adolescents: One approach. The effects of learning disabilitieson a child's self-concept. Vol. Academic Therapy. Bantam, NY: n.p., 1979.Police, M. (1981, Winter). What does LC stand for? As Polce (1982) expressed in her research: "The need forlearning disabled students to understand their disability as a step indeveloping a positive identity is crucial to their optimal learningsuccess." Polce (1982) discusses many activities which can help buildchildren's self-esteem, especially the use of different levels of rewardfor different levels of achievement. The report will focus primarily on howlearning disabilities affect self-esteem in the child. Many areas of research still need to be conducted to investigate therelationship between learning disabilities and self-esteem. Vol. Academic Therapy. Finally, motivation seems to be everythingwhere performance is concerned with the learning disabled child.Motivation can only come through a positive environment that is reinforcedto meet the special needs of the learning disabled child, both emotionallyand physically. This also helps the children to reduce hostilityand tension while building a healthy environment in which to learn. AsBryan (1986, 82) reports: "studies of learning disabled students' self-concept and attributions suggest that the passive learning style mayreflect their beliefs that they are not in control of their destinies."One way this problem can be solved to some degree is by helping learningdisabled children acquire more positive notions about their ability toadapt to their circumstances and achieve success in spite of them. Vol. ReferencesAvazian, K. 18 (1), 95-1 1.----------------------- 11 (1982, November). (1981, Summer). One of the biggest problems with learning disabled children and self-esteem is that they view the world passively (Bryan, 1986). (1985, November). Academic Therapy. Usually, it is not the failureor success in task completion that creates this passive attitude; rather,it is the child's preconceived notions about their success or failure. J. pp. Doctoral Research Paper, 1-4 .Bryan, T. Honest and sensitivediscussion has been shown to reduce fear of failure in learning disabledchildren, and it has been shown to raise self-esteem by making them feelless self-conscious once the subject has been discussed openly (Tomlan,1985). J. (1985, August). Vol. One can readily see that almost all of these conceptsand therapies have more to do with external factors than it does with thelearning disabled child. Self-concept & attributions of the learning disabled. This issomething we must all achieve, and a positive attitude and mental frameworkfor viewing obstacles as such are crucial to achieving this highly positiveand motivating personal trait. G. (1983, January). Studies also indicated that optimal placement for learning disabled children to be in the mainstream with adequate special supports; and that children and parents need to have the etiology, clinical manifestations, and possible sequela of learning disabilities explained to them upon diagnosis.Once again, intelligent, sensitive, open communication and informed supportseem to be the main foundation for creating an environment in which thelearning disabled child will be able to raise self-esteem. Aconclusion will discuss the future areas of research which need to beaddressed where the relationship between self-esteem and the learningdisabled child is concerned. Thus, interventionneeds to begin on this level so that the above concepts can work mosteffectively. Master's Thesis, 1-8 .Rowley, J. This makesthem unable to possess enough self-esteem to take charge and create a worldfor themselves that is most advantageous. H. Research on learning disabled children onlysupports this conclusion to the utmost degree in a myriad of studies(Polce, 1982; Searcy, 1988; Smith, 1986; Tomlan, 1985; & Bryan, 1986). Vol. (1986, Spring). Low expectation by parents and teachers may actually help lower theself-esteem and performance levels of adolescents. L. E. 16(62), 443-51.Peters, L. Compensatory intervention, vocational-career skills development,basic skills remediation and peer tutoring are the four main conceptsthrough which learning disabled children may build a positive self-esteem(Watts & Cushion, 1982). Peter's quotations of wit & wisdom. 2(3), 237-41.Tomlan, P. Self-concepts & locus of control of learning disabled children. Therefore, much more research is necessary to discoverwhat this optimal learning environment might consist of, and whichpsychological measures most raise self-esteem for the learning disabledchild. F. This is because if students start off poorly, the teachercategorizes their performance as such and begins to treat them this way(Rowley, 1981). B. Academic Therapy. Learningdisabilities come in many forms and often cause problems with behavior,perception and task skills. Theexperience also increases self-esteem as the children find themselvesperforming and achieving tasks in a completely unfamiliar environment. For example, failures need to be seen as a stepping stone tofuture successes, not one more failed attempt at trying. (1981, August). This report will analyze learning disabilities in children. 23(5), 453-6 .Smith, G. (1988, May). The relationship of self- esteem & learning disabilities. In addition, importantdifferences in familial perceptions and coping mechanisms are importantreasons why better child care provisions and involvement of low-incomeparticipants need to be addressed. As noted inthe research of Tomlan (1985, 199): "teachers of learning disabledadolescents are urged to help students understand their disabilitiesthrough honest and sensitive discussion." Since "sensitivity" is a wordwhich is defined by an individual's own unique make-up, teachers need to beaware of how to treat different children with different backgrounds,disabilities and preconceived notions (Tomlan, 1985). Adolescence. E. Asa result, one should realize that the mental attitude of learning disabledchildren may be more of a deciding factor in their self-esteem than are thesuccesses or failures they have experienced as a consequence of thedisability. Research will bereviewed and presented which illustrates how self-esteem develops, how itis affected when learning disabilities are present, and how it affectsoverall development in the child where social and educational goals areconcerned. One area of research that is crucial for increased understanding inthe study and assessment of self-esteem with the learning disabled child isprocedures which can enhance motivation. A study of self-concept improve- ment in learning disabled children as measured by a modified Burk's Rating Scale. Any obstacle must be seen as a "stepping stone" to future successesif one wishes to achieve one's goals in spite of obstacles. It has beenshown that self-esteem is greatly affected by learning disability, and alsothat an increased self-esteem elevates the learning disabled child'spotential for achievement and well-being. A. Studies are also necessary which test whether the self-esteemmeasures used to raise learning disabled children's self-esteem work onother students whose performance may increase as a result of the morepositive belief in themselves. Peck (1981, 443) relates that "external factors affectin-school learning behavior of adolescents." Bryan & Pearl (1981, 91)report that "studies of the self concept and locus of control of learningdisabled children, emphasizes the fact that their negative academic selfconcepts are often reinforced by low expectations of mothers and teachers." Peck (1981) also relates that four concepts may be integrated in thelearning disabled child's process of building higher self-perception:emotional learning disabilities, adolescence, self-esteem and the social-psychological concept of significant others. 1 (2), 82-9.Bryan, T. Parental acceptance is crucial infostering success in both of these areas (Peck, 1981; Bryan & Pearl, 1981,& Avazian, 1987). Journal of Reading, Writing & Learning disabili- ties. 18(2), 225-31.Renick, M. Inthis connection research is underway to investigate the degree to which ahighly motivating computer game learning task can improve differentialdiagnoses of learning disability (Smith, 1989). For instance, one program takes learning disabled childrenonto a farm where they may learn a number of different tasks, but in anatural setting and way. Findings from the initialinvestigation indicate that a large proportion of students diagnosed aslearning disabled were able to learn effectively when pursuing such a task(Smith, 1989). Vol. In this way students begin tounderstand that failure is only a part of success, and that reward comesmore from the attempt and effort than from winning or losing. As aresult, the factors of peers, educators and parental support all seeminextricably tied together where learning disabled self-concept isconcerned. The connection between peers, parents andeducators where self-esteem is concerned will also be revealed. Avazian (1987, 1) also reports that "learning disabled children have loweracademic and general self-concepts than nondisabled peers with a positive,consistent relation between academic achievement and self-concept." However, research supports the fact that mainstreaming with specialsupports is the most adequate way to instruct the learning disabled child.The Avazian study (1987, 3 ) is also important in that it expresses theneed for responsibility to be on the shoulders of parents and educators andprofessionals: Results of intervention efforts have shown an increase in self-concept and/or academic achievement immediately following intervention with a lack of follow-up data concerning enduring effect. 59(2), 91-6.Murphy, B. The child needs to be reframed and guided, but itis up to the adjusted parent and teacher to aid this effort and integratesmoothly the programs to raise self-concept in the learning disabled child. Assessment procedures that cansignificantly enhance motivation to perform are needed so that poorperformance due to low or avoidance motivation is not misdiagnosed asindicating ability deficits or as symptomatic of learning disabilities. 21(2), 199-2 4.Watts, W. As a result, educators andstudents without learning disabilities need to learn the different waysthrough which they can help raise the self-esteem of the learning disabledchild. Vol. Parental understanding seems to be asimportant in giving the learning disabled child a foundation of high self-esteem as any other factor. Self-awareness, self-under- standing & self-concept. (1986). (1987, May). As a result, the students adopt a poor self- concept whichis directly related to how their peers accept them (Rowley, 1981). pp. S. Without this environment of trust and honesty,children will not feel like being motivated to try their best. Educational Horizons. Two of the most common concerns of parents of children withlearning disabilities are the acceptance of their child by society and thesuccess of their child's future life. A section will also discuss how to elevate self-esteem levelsin learning disabled children by helping them in activities which makethem feel more capable, more important, more forceful and more worthwhile.Studies will be analyzed which show the positive results which occur inlearning disabled children after they have experienced increased motivationthrough raised self-esteem. Adolescence is often referredto as the "crucible of change" and this tense period in development mustnot be overlooked for the frustrations and emotions it causes--frustrationsand emotions which only further complicate proper development. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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