Assessment and Instruction of Self-Recognition

Abstract

school special education teacher approached the author to discuss a concern she had about a segment of her morning circle routine. During that segment, the teacher presented each child with two enlarged photographs; one was a self-photograph (of the child) and the other was a photograph of a peer. The teacher expected that each child would select the self-photograph when requested. An individualized greeting song that was highly reinforcing followed selection of the selfphotograph. Some of the children were just as likely to select the peer’s photograph as their own. The teacher was concerned that her students were not making progress in learning to recognize their own images even though the lesson was provided daily. This conversation sparked the author’s interest in the topic of self-recognition. Many teachers of children with disabilities incorporate photographs of people during the school day as part of daily schedules, choice-making, attendance, and turn-taking opportunities. They often hold the expectation that the child with disabilities will be able to discriminate the photographs of others from a self-photograph. It is important to understand the developmental sequence of self-recognition so that instruction is provided at an individually appropriate level. This article explains the development of self-recognition and provides both assessment and instructional suggestions for teachers working with students with disabilities of all ages.