Exploring the roles of self-concept and gender on cognitive skills of special needs children in Enugu state

Abstract

This study investigated the roles of self-concept and gender on cognitive skills of special needs children in Enugu State. 84 participants (38 males and 46 females) with speech and sound impairment of Special Education Centre Ogbete, Enugu, state took part in the study, with their age range of 8-18 years (mean age = 13.88 years). Piers-Harris Children's Self Concept Scale and Letter Digit Substitution Test were used for data collection. Hierarchical multiple regression results showed that self-concept did not significantly predict cognitive skills and gender was not a significant predictor of cognitive skills among children with special needs. The findings are not consistent with previous studies done with non-disabled participants, suggesting that the social psychological dynamics of non-disabled population differ from that of the disabled. It was concluded that males and females with disability should be given equal chance on tasks that require cognitive skills as those with higher cognitive achievement among them tend to be more conscious about their disability which negatively affects their self-concept. Suggestions were outlined to guide future studies in this population with a view to advancing the state of current knowledge in this area.