Self-concept Formation and Physical Handicap: Some Educational Implications for Integration

Abstract

ABSTRACT The self-concept is an image which an individual has of themselves (Burns, 1982). It is formed by a conceptualisation process (Kelly, 1955) which requires experiences for information. Much of the psychological development of a person is bound up with the emerging sense of self, but in spite of its importance, the phenomenon of the self is one of the most difficult to explain. Physical ability could be said to be crucial to the way an individual becomes conscious of and develops a unique separate identity. It facilitates conceptualisation by receiving stimuli, interpreting information and enabling response. It is also of paramount importance in the area of general mobility, maintaining body functions, and enhancing the whole early learning processes of social interaction, the building of self-esteem and the achievement of life goals. Other people's perception of an individual, and that individual's perception of themselves will be greatly affected by physical appearance as well as mental achievement. Therefore, because the physical component is such an important factor in the development of the individual (Cohen, 1977) it could be argued that physical handicap probably affects self-concept formation most profoundly. This paper outlines relevant theories of self-concept and discusses the relationship between self-esteem and body image. The possible impact of physical handicap on self-concept formation will then be examined. Finally, educational implications and conclusions will be drawn, especially in the light of the policies and initiatives now afoot, to include physically handicapped pupils into mainstream school.