An Intervention Study Of Enhancing Self-concept Of Learning Disabilities Students Of Junior Two

Learning Disabilities(LD) is always a difficult problem in educational circles. In recent years, many researches have been done in this field by lots of psychologists and educationist, and they agree that LD is worked with many factors, one of the most factors is disabilities on social development. Self concept, the core of social cognition, is the interior dynamical factor of social development of Learning Disabilities.Self concept is consciousness and subjective appraisement which individuals make on the mentality, physiology and social function. The development of self is the sign of maturity of mentality, the sign of coming into being and development of personality. Many researches show that there is close relation between the development of self-concept and learning achievement, mental health. Thus, researches on development of self-concept is always one of the most important aspects and focuses of social development of students with LD.For the moment, investigator hasn't find any research about intervention study on self-concept of students with LD, so this treatise has certain useful and practical meanings to enhancing self-concept of students with LD, and improving then- learning achievement.This treatise is trying to apply direct and indirect intervention to enhance self-concept and improve achievement of Learning Disabilities students of junior two. Direct intervention, which during eight weeks, the group counseling of "enhancing me self-concept" makes twelve junior students with LD to attempt positive experience and rebuild the rational cognition. Indirect intervention includes interventions on teachers and parents. This research evaluates the result of the experiment through scale, procedure-evaluation and tracing.l.This treatise discusses the issues about effect of the intervention as following:(l)Guidance idea of the intervention. The research is guided by the system theory, pays attention to the whole development of self-concept of students, combines thefactor of students with the factors of school and families. The research not only pays attention to the intervention on the students which are direct aim, but also on the systematical environment factors which are indirect aim.(2)Measurement of the intervention. The treatise discusses the effect of positive appraisement by teachers during daily teaching, group counseling and individual counseling.(3)Content of the intervention. The intervention is designed from three aspects: cognition, emotion and behavior.In conclusion, the intervention can effectively enhance self-concept of Learning Disabilities students of junior two and improve their learning achievement.2.This treatise discusses the relationship between self-concept and Learning Disabilities. The form of self-concept is influenced by learning achievement, and formed negative self-concept can influence learning achievement too. In another word, they affect each other. This treatise attempts intervention on students with LD under the guidance of system theory, and the result shows intervention improved the learning achievement of students with LD.But the research also shows that mere is relationship between the self-concept and learning achievement, but self-concept is not the only factor which results in LD.3.The problem of further research.(l)While discussing the effect of intervention, think about the influence of the factor such as grade, gender and nationality.(2)While improving learning achievement of students with LD, add the individual measurement such as learning tutorship.(3)How to combine the intervention with the work of teachers in charge of class, in order to achieve much large educational benefit.The results show as following:(l)The intervention has enhanced the participants' self-concept.(2)The intervention has enhanced the participants' self-esteem.(3)The intervention has enhanced the participants' self-consistency and congruence.(4) The intervention has improved the participants' learning achievement.