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Authors
Advisor(s)
Abstract(s)
Students with Special Educational Needs and those from families with social risk are more likely
to develop problems in their personal adjustment, so that it is thus necessary to outline educational
strategies promoting self-concept. The aim of this study is to understand the influence of
sociodemographic and occupational variables in the development of self-concept in students with
neurodevelopmental (Special Educational Needs - SEN) and social risk, in order to outline actions, which
will promote their personal and social adjustment. This is an exploratory, cross-sectional study, using a
non-random, convenience sample for this purpose, comprised of 124 pupils with developmental (SEN)
and social risk, aged between 13 and 17 years of age. The data collection instruments were as follows: a
sociodemographic questionnaire and Adolescents’ Self-concept Short Scale (ASCSS) by Veiga and Leite
(2016). This instrument consists of six subscales that assess specific aspects of self: Anxiety, Physical
Appearance, Behaviour, Popularity, Happiness, Intellectual Status. The results show that there are
statistically significant differences in self-concept, depending on the type of risk, gender and participation
in free time activities; however, no differences were found as a function of age. The results show
promising lines of analysis, and as our aim was to outline socio-educational actions, which promote the
self-concept of students with developmental (SEN) and social risk in their lives (family, school and
community), thereby enhancing better personal adjusted and well-being
Description
Keywords
Special Educational Needs Necessidades Educativas Especiais social risk self-concept intervention
Citation
Publisher
Future Academy