I-LEARNED CHART

(Adapted from Johnson, 2008)

TOPIC: Things I learned about Physical and health disabilities and self-esteem

This week’s reading assignment: ONE thing Searching the internet: One website
that impacted my learning/understanding
One characteristic of students with physical It is important to note that although many
and health disabilities is poor self-esteem people with disabilities experience
(e.g., Cheong, Lang, Hemphill, & Johnston, discrimination or have a negative self-image,
2016; Schinkel, 2010) they are not just victims. They actively work
to dispel common misconceptions and
The impact of this week's reading on my negative stereotypes about people with
disabilities. Like all of us, they struggle every
thoughts has been significant. It has shed
day to earn and maintain the respect and
light on the negative effects that physical and
acceptance of those around them. By
health disabilities can have on the challenging popular ideals of beauty and
development of adolescents. During the narrow ideas of masculinity and femininity,
crucial period of growth spurts and puberty, people with disabilities can accept their
teenagers with physical disabilities may face bodies and gain higher self-esteem(Bradley
concerns regarding their functional University: Disability & Body Image, n.d.)
limitations, body structure, and appearance,
which may not align with societal norms. As a
result, they may feel alienated and choose to
conceal their disabilities, or they may
encounter isolation and hostility due to
societal misconceptions. In terms of self-
esteem, individuals with disabilities often
grapple with self-esteem issues, which can
potentially lead to depression and even
thoughts of suicide. Additionally, there is a
risk of engaging in selfish behaviors and
aggression as a means of coping with these
challenges. Therefore, it is imperative to
provide support and care for individuals with
disabilities, ensuring that they develop a
healthy acceptance of their disabilities. This
responsibility extends not only to the
individual level but also to society as a whole.
My own experience, observation, or idea
(one)
In my classroom, my constant goal is to assist
my students in directing their attention
towards their areas of expertise and
encouraging them to utilize those skills to the
fullest extent possible. Every individual
possesses both strengths and weaknesses.
Not all students will excel in academic
subjects, and this reality may lead to feelings
of discouragement. However, by
acknowledging and celebrating their positive
attributes, teachers can remind students that
they have numerous reasons to feel
confident, even if reading or math is not their
strongest suit. Nurturing the discovery and
celebration of each student's unique
strengths will establish a foundation of
confidence and achievement. Often, the
students I work with are unaware that they
are perceived as "special or different." Their
focus is typically on matters such as crushes
or best friends. It is my ongoing effort to
ensure that they feel fully integrated into the
student body. Our aim is to emphasize the
positives rather than dwell on the negatives.
Through the collective efforts of the student
body, my students are able to experience a
sense of belonging and inclusion within the
larger context.
Ideas or knowledge of another person
I spoke with some teachers in my special
education department about their thoughts
on students with disabilities and how this
affects their self-esteem. They argue that
strong self-advocacy skills can lead to greater
self-confidence, but many students with
learning or behavioral problems may struggle
to develop these skills. Additionally, social
support from peers and siblings strongly
influences self-esteem. Peers, social
situations, teachers, academic content,
parents, and home life all significantly impact
a student's self-esteem. It is important to
understand the impact of self-esteem and
how different factors and people in a
student's life can influence how a student
feels about themselves. This knowledge can
help educators prepare interventions and
curricula specifically aimed at improving
student self-esteem.
 References

Bradley University: Disability & Body Image. (n.d.).

https://www.bradley.edu/sites/bodyproject/disability/body/#:~:text=However%2C%20people
%20with%20disabilities%20still,self%2Desteem%20and%20body%20image

Cheong, S. K., Lang, C. P., Hemphill, S. A., & Johnston, L. M. (2016). What constitutes self-
concept for children with CP? A Delphi consensus survey. Journal of Developmental and
Physical Disabilities, 28, 333–346