Effectiveness of instruction about mental-emotional health on children with learning disabilities

Children who are successful achievers in school are more positive and stable than non-successful students, and therefore, better able to handle new life experiences with confidence. Children with a positive self-concept can be equated with children who have good mental health. Schools have a responsibility to children to help them develop good mental health goals, which provides the foundation for a stable and productive adulthood. The purpose of this study was to assess the changes in one select group of learning disability children's self-perception following a mental-emotional unit of study in health education. The study popu1ation consisted of elementary school children, eighteen boys and two girls, who were placed in an educationally handicapped class for children with learning disabilities. A unit of study in mental-emotional health was developed for children with learning disabilities in the elementary school. Preceding the teaching of the mental-emotional unit of study, a pre-test was administered to each individual child enrolled in the specific learning disability class. The unit content was developed by the teachers with the students over a four week period. At the conclusion of the unit on mental-emotional health the post-test was administered. The study results were not statistically significant at the 0.1 significance level. The results showed a tendency for their self-perception to be moving in a positive direction. The two salient limitations of the study were the lack of a control group and the shortness of the time lapse between pre- and post-test application.

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