ABSTRACT
This chapter is concerned with a range of strategies which are considered to be directly influential in enhancing self-esteem. It outlines some key strategies for enhancing the self-esteem of children with special educational needs in the classroom. Opportunities for self-esteem enhancement also arise in the pursuit of extra-curricular activities within the school. Effective counselling and pastoral care support of pupils is popularly believed to increase confidence and enhance self-esteem. N. Hauserman, J. S. Miller and F. T. Bond reported an attempt to enhance children's self-esteem by prompting and reinforcing positive self-Referent verbal statements, following a success experience amongst 40 elementary children receiving remedial help. The similarities give us additional information about strategies likely to enhance self-esteem in children with special needs in terms of warm acceptance, consistency, democratic rule setting, enforcing rules with respect for the pupil and encouraging self-management. The other major component of ECID strategy is praise as positive feedback on performance.
