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Essay Subject: Impact of educational environment on self-esteem. School programs, role of teacher & teaching concepts, mainstreaming, employment.... More...

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Paper Abstract: Impact of educational environment on self-esteem. School programs, role of teacher & teaching concepts, mainstreaming, employment. Paper Introduction: Introduction Children with learning disabilities usually face multiple difficulties in relationships at school, home, and at work. As children and adults, they encounter problems with learning new material, and in dealing appropriately, with new environmental and work situations, which frequently require following new or different sets of directions. When an individual is unable, or finds it difficult, to understand and perform the behavior expected in the situation, the person's self esteem suffers. This lowered self esteem is also a result of the learning disabled individual recognizing that there is a discrepancy between the academic learning that is expected of a normal child, and what it is expected that he will learn and retain in school. Teacher and parent expectations are usually different for the 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. A program at the Threshold Program at Lesley College inCambridge, Massachusetts aims to combat this problem (Roffman, Herzog, &Wershba-Gershon, 1994, p. Introduction Children with learning disabilities usually face multipledifficulties in relationships at school, home, and at work. Moving toward self-acceptance: a course for studentswith learning disabilities. One explanation given, states thatchildren with learning disabilities are able to credit their learningproblems to their handicap, not to a lower intelligence, thereby,preserving their self esteem (Cleaver, Bear, & Juvonen, 1992, p. This effect on the level ofglobal self esteem is moderated by other cognitive factors the childpossesses. Mastery learning in the regular classroom: help for students with learning disabilities. Helping young adults understand their learning disabilities. It has been found that people withlearning disabilities have heterogeneous levels of self esteem (Cleaver,Bear, & Juvonen, 1992, p.126). This cooperation between the regular teacher andthe special education teacher is typical for new programs for special needsstudents. (1995). The use of different measures for rating self worth and self esteemhave an effect on the size of the differential between normal and learningdisabled individuals. Measures that define self esteem and self-worthglobally give children with learning disabilities lower overall ratings forself esteem (Cleaver, Bear, & Juvonen, 1992, p. Thislowered self esteem is also a result of the learning disabled individualrecognizing that there is a discrepancy between the academic learning thatis expected of a normal child, and what it is expected that he will learnand retain in school. 418). 3 1). 125). 3 8-9, and Roffman, Herzog, & Wershba-Gershon, 1994, p. The students, parentsand teachers are all happy with the results from the program. This paper will discuss the impact of different types of learningenvironments on children and young adults with learning disabilities andhow these programs can affect the learning disabled individual's selfesteem. In classrooms where mastery learning is taking place, self-confidence and self esteem are growing for both regular and learningdisabled children. True self esteem is built by doing--accomplishing real tasks andlearning. 414). Children's Self Esteem The self esteem of a child with learning disabilities is generallyaccepted to be lower than that of a comparable child without learningdisabilities. One of the mosteffective strategies is, for the learning disabled individual, to learn tobe assertive about what they need in terms of special accommodations toeffectively learn and perform a task. The transition from high school into the "real world" can bedifficult for any teenager; for one with learning disabilities finding,getting, and keeping a job can be frustrating. In a strategy for mainstreaming learning disabledstudents, Guskey, Passaro and Wheeler, advocate mastery learning for allstudents, in the classroom. They wereconcerned with meeting the federal requirement for least restrictiveenvironment, and the multiple benefits available to all of the students.These benefits included goals that the parents had expressed to theteachers for their child "increased skills in conceptual learning,planning, individual accountability, creative problem solving, self-esteem,oral language proficiency, and socialization" (Jones & Carlier, 1995, p.23). Most learning disabled people tend to bepassive, reluctant learners. Intervention in School and Clinic, 29, 3 1-3 9.----------------------- 3 127). The first teaching concept that has been shown to help students, withlearning disabilities, is the use of team-teaching and cooperative learninggroups. 17). Discrepancies betweencompetence and importance in self-perceptions of children in integratedclasses. In this school's program, the goals of the program are masteryof the subject matter, followed by self-concept, attitude toward learningexperiences, peer relationships, on-task behaviors, learning strategies,and independence (Guskey, Passaro, & Wheeler, 1995, p. E., & Wershba-Gershon, P. Journal of Special Education, 26, 125-138.Guskey, T., Passaro, P., & Wheeler, W. Children with learning disabilities do not all possess the samedifferential of lower self esteem. Conclusion The self esteem levels of individuals with learning disabilities canbe affected by multiple factors and be measured in different ways. Teaching Exceptional Children, 27, 23-27.Roffman, A. (1994). The teacher also provides special correctiveactivities for those students who did not initially master the material.At the Thorpe-Gordon Elementary School, in Jefferson City, Missouri, alearning disabilities teacher was available to the students who neededcorrective activities after their formative test (Guskey, Passaro, &Wheeler, 1995, p. Learning disabledindividuals often have difficulty setting and meeting meaningful goals intheir lives at work and at home (Roffman, Herzog, & Wershba-Gershon, 1994,p. As childrenand adults, they encounter problems with learning new material, and indealing appropriately, with new environmental and work situations, whichfrequently require following new or different sets of directions. Noted benefitsfor the special education students included progress in their communicationand peer socialization skills, and increased confidence levels, whichcontributed to increased self esteem. 134). Teaching Exceptional Children, 27, 15-18.Jones, M. M., & Carlier, L. (1994). Parents appreciate when the program, that their child is in,increases the amount of knowledge learned, and gives the child theopportunity to build his self esteem by real task learning. M. (1992). 16). The special education teacher brought into the regular classroom 6-7 students, and an aid, for the cooperative learning sessions. It's goals are to teach the individualwith learning disabilities to understand their disability, the limitationsit places on them, and to teach them strategies to cope and learn in spiteof the difficulties presented by a learning disability. This means that any student, not just thoselabeled special education, can get extra help as needed to master the basicconcepts of a lesson. Teacher and parent expectations are usuallydifferent for the individual with learning disabilities. The teachers assumed that thespecial needs students would fill the roll of participant throughout thesemester, but the 6th grade students did not allow this to happen; allstudents participated in multiple jobs, throughout the course, by groupchoice. 125). In their design, the regular teacher presents thelesson, gives the formative test to check on the initial mastery of thelesson, and then gives those children who have mastered the conceptsenrichment activities. Creating inclusionaryopportunities for learners with multiple disabilities: a team-teachingapproach. The use of cooperative learning groups enabled the teachers to focuson identifying individual student needs and abilities and formulateindividual expectations for each student. School Programs There are several school programs or teaching techniques that areused in the school systems which have, as at least as a component, theteaching or increasing of self esteem as one goal. 16). Self esteem canbe measured by more than one method. Each learning group was balanced for strengths and weaknesses. Three differentprograms will be discussed below: two can be utilized at the elementarythrough high school level with minor modifications for grade level, and onewhich is used after high school, in a vocational training program, could bemodified and used for lower grades. These attributes contribute to the lower self-perceptions of scholastic competence and behavioral conduct found byCleaver, Bear, and Juvonen (1992, p. Mainstreaminglearning disabled students can build self-confidence and peer relationshipsat the same time. J., Herzog, J. L. When anindividual is unable, or finds it difficult, to understand and perform thebehavior expected in the situation, the person's self esteem suffers. The validity ofthese measures is called into question when looked at in comparison to thelevels of self worth shown in the specific domains. Journal of Learning Disabilities, 27, 413-419.Yaun, F. The interactions and learning taking place, in the mainstreamedclassroom, was so successful that the planned 1 hour a week became 4-5hours per week, with the students requesting increased time for theirprojects. By using different methods, either aglobal or domain-specific measure, the differential in levels of selfesteem between normal individuals and individuals who are learning disabledchanges. Eachgroup had set jobs for each of the group members: recorder, presenter,participant, facilitator, and timekeeper. This isimportant because in the domain-specific approach to self concept, thelevels of self esteem in each of the specific domains has a significantaffect on the overall level of self-concept. 413). Thiseffectively lowered the student teacher ratio to approximately 1:1 (p.26), and made the fears of taking teacher time away from normal learnersunfounded. Self esteem has notbeen shown to be lower in the domains of athletics, social acceptance, andphysical appearance (Cleaver, Bear, & Juvonen, 1992, p. In a joint venture, Jones and Carlier (1995), designed a teachingmethod to increase the time and quality of instruction that learningdisabled students were getting in the regular classroom. Teachersand teaching methods can have a significant impact on the amount oflearning which takes place in the classroom and on the self esteem of theirstudents. These children often have a poor self-concept and do notunderstand or accept the limitations of having a learning disability (Yuan,1994, p. The schoolexperienced significant gains made by the learning disabled student in theprogram (Guskey, Passaro, & Wheeler, 1995, p. (1995). These benefits are possible when there is increased cooperationbetween the regular teacher and the special education staff; more of thistype of cooperation is needed in the public school systems. An explanation for this has not beenthoroughly explored or accepted. Older children and young adults with learning disabilitiesare frequently unwilling to ask for information and help to make certainthat their special needs are met. ReferencesClever, A., Bear, G., & Juvonen, J. All, of these approaches, utilizespecial education teachers in conjunction with the regular educationteacher, or job supervisor for the vocational education program. The program helps individuals withlearning disabilities form realistic pictures of their abilities and skilllevels and the best ways for the individual to learn new job skills.Although individuals who have completed the course, have shown definiteincreases, which were sustained over time, in job skills and self-knowledge, the results on the participants self esteem are mixed (Yuan,1994, p. 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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