ABSTRACT
This chapter examines a number of factors which influence self-esteem in children who have special needs but in a less direct sense than the intervention strategies. These indirect factors include the SEN teacher's own self-esteem and attitude to her pupils, the system of rewards and punishments utilised in the school, and the degree of democracy in school government. The indirect factors also include the extent to which pupils are used for peer or cross-age tutoring, the amount of parental involvement and its form, and finally, the impact of the current curriculum. The chapter focuses on 'psychological integration', an additional component amongst the indirect influences for children with special needs. Parent-teacher contacts in terms of open evenings and Parent Teacher Association meetings also provide opportunities for discussion about self-esteem. Two major changes must occur in the general school curriculum if it is to be more productive in assisting personal development and in enhancing children's self-esteem.
