The Impact of Self-Concept Among the Secondary School Students with Intellectual Disabilities

This study aimed to the impact on the self-concept of Secondary school students with intellectual disabilities by comparing the perspectives of teachers from inclusive and special schools on their students’ perceptions of themselves. The many varied ways pupils battled their perceptions of whom teachers highlighted them. Secondary school students with intellectual impairments need to be studied more thoroughly about their self-concept so that more people know the existence of self-concept problems within this group. Secondary school students with intellectual impairments may benefit from social-emotional instruction in various contexts, and this study may help educators identify areas to focus on to foster positive self-concept development.