Self-Concept Development in Inclusive Classroom Settings focusing on Children with and without Visual Impairment

Abstract

The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively. This contribution presents a study which focuses on the special time of first-grade when primary school children get to know their new learning environment. In that context a survey takes place in Germany and accompanies children with and without special needs in the field of vision which learn together in school.

Keywords

• First-grade Students
• Inclusive Education
• Self-concept
• Triangulation
• Mathematical Competences
• Visual Impairment