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Self-identity and Self-evaluation of Children with Specific Learning Problems
Šafránková, Karla ; Pokorná, Věra (advisor) ; Kucharská, Anna (referee)
The goal of this thesis is to map the issues of self-concept and self-esteem of individuals with learning disabilities, focusing on differences in emotional experiences and behavior of individuals integrated in common elementary schools, and those attending speciál classes for children with dyslexia. The investigated groups, as well as the check sample, were built up from ten individuals, attending the fifth grade. Each group comprised equal number of girls and boys. In the first phase of the research, children were given the Human Figuře Drawing Test, mainly as a springboard for evoking a friendly atmosphere. After that, the Unfinished Sentences Subtest of the Michal's Projective Interview test set (1974) took pláce. The self-esteem of the children with dyslexia and of the check sample was investigated by the virtue of the SPAS questionnaire (Questionnaire of the school achievements self-appraisal, Matějček, Vágnerová, 1987). The research results show, that there are certain differences between each investigated group and the check sample. Children attending a speciál class tend to be more anxious, introverted, their creations bear signs of regression and primitivism more often compared to integrated children, and reading persists as their major problém. On the other hand, integrated children appear more...
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