LEVEL OF PHYSICAL ACTIVITY AND SELF-ESTEEM OF STUDENTS WITH SPECIAL NEEDS AMONG DISTRICT V ELEMENTARY SCHOOLS

Abstract

The researchers have developed an action plan to enhance the self-esteem of students with special needs by implementing activities designed to improve their physical, emotional, social, and mental skills. This plan is grounded in Maslow's Hierarchy of Needs (1943), which suggests that individuals are motivated to fulfill basic needs before advancing to higher levels of self-actualization. By addressing foundational needs, students are better positioned to engage in and benefit from educational experiences.​  To promote social inclusion and skill development, the plan incorporates structured programs such as "Best Buddies" and "Circle of Friends." These initiatives facilitate one-on-one friendships between students with and without disabilities, fostering social skills and a sense of belonging. "Best Buddies," for example, operates across various educational levels, pairing students to encourage mutual understanding and support. Similarly, the "Circle of Friends" approach brings together a group of peers to support and include a student with special needs, enhancing their social interactions and community integration. ​ The study employed a descriptive quantitative research design to assess the self-esteem of students with special needs. Using a convenience sampling technique, 30 SPED students from Susano, Kaligayahan, and San Agustin Elementary Schools were selected with the assistance of their teachers. Data were collected using a survey questionnaire and analyzed through percentages and weighted means. The analysis indicates that many SPED students excel in psychomotor skills, thriving through hands-on activities and physical engagement. This preference for kinesthetic learning not only enhances their self-esteem but also fosters a sense of belonging as they actively participate alongside their peers. Observing these students acquire new skills and express joy upon mastering them highlights the profound impact of tailored educational strategies on their confidence and self-worth. Inclusive special education programs are essential in recognizing and nurturing the unique strengths and needs of each student. By focusing on both addressing challenges and fostering individual talents, these programs create supportive learning environments that benefit all learners. Diverse Teaching Strategies: Educators should implement a variety of instructional methods tailored to the diverse learning styles of students. This approach ensures effective engagement with the curriculum. One such framework is Universal Design for Learning (UDL), which guides the development of flexible learning environments accommodating individual learning differences. ​Creating a comfortable and inclusive classroom atmosphere is vital. This includes considering sensory needs and providing necessary accommodations to support all learners. For example, Saints College in Fitzroy North, Victoria, offers a "radically inclusive" environment with tailored curricula and flexible routines, benefiting neuro diverse students. ​   Parental Involvement: Parents should actively monitor and support their children's well-being and educational progress. Collaborating with educators to reinforce learning at home enhances student development. Programs that train teaching assistants as emotional literacy support assistants (ELSAs) and mediating learning support assistants (MeLSAs) can further support students' emotional and educational needs. Future research should explore the impact of physical activity on the self-esteem of SPED students. Programs incorporating movement-based instruction have been shown to improve cognitive processes and student engagement. Additionally, early intervention services can support the development of social, emotional, and mental health skills, contributing to overall well-being. ​By integrating these strategies, educators and parents can collaborate to create environments that address the challenges faced by SPED students while celebrating and nurturing their unique abilities.