SELF ESTEEM
The classroom level of social competences for students with and without intellectual disabilities was the strongest discriminator of socio-affective variables, which showed that such teachers could focus upon to determine who does or may not need social skills training (Sabornie, 2015). He later proposed that every teacher, and maybe, in particular, all teachers, might play a role in resolving the dynamic relationship of social problems and intellectual difficulties in their classrooms with the children with learning disabilities. Educators should be aware of the different social and affective issues that students with learning disabilities can experience. It is better to understand how a learning impairment can contribute to a child’s ability, as this will help them in dealing with the learning disability condition. Hall and Haws (1989) found that younger students with cognitive impairments had greater rates of depression than older students. Researchers postulated that older kids could recognize and resolve school conditions triggering fear, including removing them from their peers, more easily and thus are less negatively.
As a school counsellor, I wouldn’t include learning disability students with emotionally disturbed ones. This is because, in order for children to be considered for special education programs like counselling, a disorder must be identified and labelled. Various people, like the teacher, parent, or even the receiver himself, are typically trying to identify them. There are two major purposes for the role of labelling in special education. First of all, it is to provide those who are assumed to need it with fair access to extra resources in the education system. Labelling acts as a way of identifying the requirements and styles of learning which help organize and improve teaching practice.
There is two alternative marking solutions for students with learning disabilities. The first option is to be assessed formally by a doctor to decide that the student satisfies the requirements to apply for special treatment by the Proposal. When the student shall be listed as one of the 13 different types of disabilities defined by the Federal Education Regulations eligibility requirements. Putting student with the same needs means that the school has a stronger awareness of the outstanding existence of the students and can properly teach the child.
The second method of labelling is to be informally labelled with arbitrary and derogatory marks as lazy, slow and unable to know. It does not matter whether the individual is branded formally or unofficially because both marks bear assumptions. If individuals are marked by a certain category, they become victims of a judgmental society through their beliefs and sharing of opinions. So many individuals accept claims knowingly without evidence of validity. This claims and assumptions could add to the stigmatization that comes from stereotypes. This also makes the student to typically behave in means that brand the predicted activity more probable to happen while they expect those certain actions (Rosenthal, 2014). So far as labelling is concerned, humanity appears to be wearing blindfolds and knows only a tiny percentage of a complex human being. It refers to a company that insists for names and verbal threats. Unfortunately, the misleading terms and behaviour of culture surrounding marks influence human existence mentally.
Categorizing students based on their disabilities has resulted in major improvements. Such advancements were made possible thanks to the programs that were offered when a disabled child was identified. Once a particular student has been classified as mentally impaired, socially challenged, or has a learning disability. Accommodation information is distributed into a composite archive to all prospective teachers that will put in place the necessary resources to teach and help the students. (Henley, Ramsey, and Algozzine, 2009).
This categorization, however, can be harmful if it starts influencing the views of other attributes that the students have. It could unintentionally change the discipline of the pupil at school and hamper the student’s prospects (Gates, 2010). Recent results may help the students control their mark by implementing mental and social support services at the school. Maybe counsellors or school psychologists may direct therapy for disabled students and their peers to explore what disability labelling entails. Labels could also serve as a social aid. The marking will serve to educate students of when and how a single student varies and explain their special needs. Labels also allow teachers to convey knowledge Student and special requirements for proper preparation of the pupil. Instead than listing all the symptoms and signs related to a particular condition any time teachers interact with other people, it is more effective to point to a mark as a way to describe impairment. Labels aim to promote schooling for disadvantaged students.
The research of Lauchlan (2017) provided a critical point that categorizing and marking students based on their abilities effectiveness is very little. And thus challenged the usefulness of labels in special education. The possibility that such marks may allow children to be separated from their peers is an issue of impairment labelling. Some may claim that labels raise students’ risk of being mocked because labels themselves are a means of mocking the student. Boyle (2013) on the other hand suggests that an individual with a label would have a different outlook accordingly to the sort of label given. For these reasons, students could be positively and negatively be affected by their categorization.
In the purposes of validating the premise that students attitudes would display a discrepancy between a positive dimension like being able to accept help and a negative one of escaping stigmatizing associations, the viewpoint of students that seek unique academic services in their mild to moderate general academic disabilities was discussed by Kelly and Norwich (2004). Their results suggest that pupils in regular schools as well as in exceptional learning institutions are prone to the bad implications of such categories.
Depression and poor self-esteem in students with learning disabilities in contrast with students without teaching disabilities have been identified, according to Banks and Woolfson (2008). Although certain growing disorders have no outward physical features, human usage resources and behavioural improvements are important for support. For assistance, inclusion puts those with disabilities in the same context as their colleagues in which their disability can be identified. This can be explained as to why accepting people who are different are hard. Students with disabilities often find it hard being accepted by their peers and this greatly affects their self-esteem. This rejection by peers and a sense of denial may assist in the creation of emotional issues (Georgiadi, Kalyva, Kourkoutas, & Tsakiris, 2012). The idea that a cognitive condition is applied to a learning disability further adds to the stress of people and hampers their education success and social progress.
Conley (2017) found that students with disabilities or mental problems had lower self-esteem relative to students with average skills. In a similar study, Kobak (2013) and little revealed findings showing that disabled students see common interpersonal stressors as a more emotional challenge than disabled students. Despite these results, the increased burden of interpersonal incidents would undoubtedly generate unreasonable demands on students’ ability to cope despite exceptions. These challenging situations and conditions often discourage disabled students from making friends.
Erving Goffman, a Canadian sociologist in 1959, showed how people consider you to be important to the way you view and present yourself outside. This point of view indicates that marking influences the relationship of any given situation. For instance, being marked for having a disability or illness means that the students have to be stigmatized with that fact for the rest of their lives, and it affects their life-long treatment from people. Being categorized can lead to social discomfort and social isolation. The goal of having special education from this approach of pull-out to an inclusive model is to attempt to guarantee children with disabilities are completely integrated with peers without disabilities. Placing students with disabilities in an isolated environment may support them academically, however socially or mentally they do not necessarily gain.
The uses of socio-metric scores suggest that children who are disabled are not likely to get named as the first choice for lunch sittings, playing at recess or collaborating by other normal students in the school (DiGennaro Reed, 2011). For Adults it may be a small thing, however, it is important to remember that these social experiences and emotions of approval form a core component of childhood growth. Students with exceptionalities are still at an intellectual disadvantage and thus such actions affect their schooling and attitudes towards life by incorporating social disadvantages.
Various researcher like Bramston, Bruggerman and Pretty (2012) had contradicting views with regards to students having disabilities to have low self-esteem. Their study showed that with regards to having a sense of identity and belonging, the students with disabilities had low social competencies and confidence as compared to the one that didn’t have disabilities. Contradictory research by the intellectually disabled peers by Georgiadi (2012) showed that children generally develop favourable views towards their intellectually disabled peers and children from inclusive settings were seen to be more accepting as compared to the ones from non-inclusive contexts.
The positive results of these supportive relationships among children that have special needs and their friends have been shown in the social contract between students with mental disabilities and students with learning disabilities. More emphasis should be put on their social skills and instructions that mainly focus on how to make friends, asking their peers to join them when playing, sharing, providing help and emotional regulations. Categorizing students and isolating them for special attention and teachings that they need, can however stick in their minds for the rest of their lives. And due to this risk of adverse social interactions, the decision to use the mark should be considered carefully.
In any given situation, there can inevitably be a combination of interactions between emotional problems and learning disabilities and the reasons behind poor performance or inadequate behaviours cannot be definitively identified. However, a good view of the multiple engagement processes may be useful in choosing intervention goals and techniques.