KIN 386

							KIN 386
Chapter 4

Self Concept

Its formation

Self Concept
Psychological Aspects of a disability

What I think about me depends largely on what I think you think about me.

Self Concept
Dealing with the person first and the disability second

Defense Mechanisms
Regression Repression Denial Rationalization Resignation Becoming Dependent/demanding

Body Image
How one feels about one’s body is important in developing a healthy selfconcept. The more visible the disability, the greater the difficulty adjusting socially and developing a positive self-concept.

Influence on SelfConcept

Striving for acceptance

Relationship between severity of disability, adjustment, and selfconcept

Empathy versus Sympathy
Empathy-the mature genuine understanding of another person’s situation.
Sympathy-feeling sorry for a person. Having pity for them

Terminal Illness in Children

Acceptance Need for loved ones

The Teacher’s Role
Develop an understanding of stages of coping with death Learn how to express your own feelings Prepare to answer tough questions Develop a contact list of professionals in medicine and mental health.

Instructional Strategies
Physical positioning- children should be positioned close in proximity to you so that they are able to grasp the content. Modeling- teacher must demonstrate the skill for the students, and there may be a need for additional one-on-one demonstrations. Structure- Students with disabilities require structure. Routines should remain constant and the environment should remain consistent.

Instructional Strategies
Input- Ask the learners what else you might do to help them learn. Prompting Aids- For most lessons, you may need cards, posters, pictorial directions, etc. on all learning aids and in the gym. Other ModificationsDecrease the playing area  Modify the rules  Use larger, lighter equipment  Simplify the activity, slow the pace, modify the patterns, etc.
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Possible Needs of Children with Various Disabilities
Refer to Box 7.3 (handout)