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Title SELF ESTEEM OF PHYSICALLY C HALLENGED STUDENTS AT SECONDARY LEVEL: A CASE STUDY

Author(s) Nadra Jawad

Abstract Title: Self Esteem of Physically Challenged Students at Secondary Level: A Case Study The main objectives of the study were (a) to determine the level of self-esteem among physically challenged students of secondary level (b) to compare the self-esteem of students on the basis of Gender (c) to compare the self-esteem of students on the basis of social class (d) to compare the self-esteem of students on the basis of Ethnicity(e) to explore effect of factors related to personal experiences on self-esteem of students at secondary level (f) to explore effect of factors related to parents behavior on self-esteem of students at secondary level. The study used both qualitative and quantitative approach for a generation of rich dataset about the state of variables. 100% population was used by the researcher. Population of the study consisted of 25 students of National Special Education for Physically Handicapped children. For this study three instruments were used. Two questionnaires and one interview. Statistical techniques of percentage, individual scoring, Regression and ANOVA were applied to calculate results. Major findings of the study indicated that few students were at low and high level of self-esteem while mostly students were at medium level of selfesteem. Statistically no significant effect of factors related to success or failure on self-esteem of students. There was statistically no significant effect of factors related to appearance on self-esteem. There was statistically no significant effect of factors related to appearance and gender was found on self-esteem of students at secondary level. In the light of findings, it is suggested that parents and people related to special children may be sensitized to identify the factors that affect their children’s self-esteem. It is suggested that strategies may be adopted by parents, teachers and institutions for improving well-being of special children and focus may be drawn upon improving emotional, cognitive, or motivational processes, increasing behavioral proficiencies, or making changes to the social conditions in which special children live and work. Government may provide equal opportunities of education, trainings and professional opportunities special children. Parents and teachers of special children may develop and maintain healthy communication with their children so they can express their needs, likes and dislikes with confidence and trust.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Education

Language English

Publication Date 2021-05-25

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Description Physically challenged students face particular challenges in developing high self-esteem due to their reduced competency in physical activities and to the social stigma of disability. Selfesteem is an important and dominant component in an individual's motivation system, being the evaluative component of the self-concept. A physical disability has a pervasive influence in the life of a child and their family. The child's self-esteem is likely to be affected through self-appraisals and· reflected appraisals of significant others. Difficulties encountered in developing physical competence and forming peer relationships may impact self-esteem negatively. Disability is socially stigmatized, affecting self-perceptions and the perceptions and behaviors of others towards the disabled person. Influences can also be positive, depending on the experience of successful coping with the stress of the disability and the availability of a social support network.