IMPACT OF SELF-CONCEPT OF DISABLED LEARNERS ON INCLUSIVE PHYSICAL EDUCATION

This paper examines the conceptual foundations of self-concept, self-esteem and the self
as they relate to disabled students in the context of physical education. Disable school
children experience severe discriminations in society and within the school system,
especially if the school is the mainstream type. With increasing emphasis on
inclusiveness in school to different groups of excluded children, the need to thoroughly
examine the psychological frame of mind of these children is now more important than
ever before. Consequently, this paper sought to uncover the fundamental tenets of selfconcept
of disabled learners and highlight the key characteristics of disabled children.
The paper concludes by with an analysis of the major impacts that disabled learners selfconcept
has on participation in physical education activities.