Self-Esteem | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, involving a negative concept of one’s abilities and worth.

Teaching Strategies

Instructional

• Directly teach strategies and vocabulary related to self-esteem.

• Develop and implement an alternative programming goal in the student’s Individual Education Plan (IEP).

• Focus on successes and strengths.

• Reinforce even small improvements and efforts.

• Pre-determine peer groupings to maximize chances of success.

• Provide opportunities for the student to demonstrate and recognize his/her strengths.

• Use a journal for the student to focus on strategies and strengths.

• Use multi-media and literature to highlight others’ self-esteem.

• Use strength profiles and personality inventories.

• Provide replacement behaviours and language to combat negative comments made to self or others.

• Use an Antecedent, Behaviour and Consequence (ABC) chart to determine patterns and to develop pro-active strategies with the student.

Environmental

• Use preferential seating, so that the student is in close proximity to peers whom the student would be most likely to be successful with.
• Post classroom rules, including “no put downs to others or self”.

Assessment

• Ensure that the student is in a positive frame of mind at the time of a test.
• Allow for flexible timelines.
• Provide achoice of assignments, so the student can select an area of strength.
• Reduce the quantity of items.
• Check that the student understands the questions.
• Reduce distractions/offer an alternative location for testing.

Characteristics notebook pencil

Students with self-esteem needs may think and feel negatively about themselves. They may seem withdrawn or shy, may not have positive peer relations, may blame others and/or display negative behaviours.

Resources

Building Self-Esteem in Teens

Elementary Class Wide Self-Esteem Builders

Information on Self-Esteem

Supporting Minds, Ontario Ministry of Education