The effects of self-esteem instruction for children with disabilities

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