INTRODUCTION
The problem and its setting
"A study of self-esteem and achievement motivation for special need
students in inclusive schools"
Learning conditions The learner's behavior during learning is not only
influenced by a large number of psychosocial factors, but also by the structure and
dynamics of his educational group. The mutual positive feelings, positive attitudes,
cooperation and compassion of the group members improve the cohesion and
stability of the group and thus provide a conducive learning environment in the
classroom with cognitive, loving and psychoanalytic aspects of the group. He is a
member of the academic group making the behavior of such climate factors.
Developing positive social networks and relationships is particularly important as it
affects the intellectual, communication, interpersonal, and emotional development of
elementary school students. It is an even more important and problematic destination
for active liberal and disabled students because it is the group of children who are
most isolated from exposure to the general general education curriculum. Valuable
emotions affect how he and he interact with the environment. GleidsmanandRoth
(1890) has provided evidence that it is needed for people with disabilities to increase
positive self-consciousness that includes disability.
The more successful a person is in their daily work, the more selfdetermination
a person has. Likewise, it is also agreed that the more integrated the
self-perception, the more successful he is in performing. The more successful a
person is, the less frustration they will have. Thus an enquiry into self perception,
adjective motivation analysis, and emotional competence would bring into light
sense important facts of human nature. We also need to examine how we might
enhance the emotional competence and work for adjective motivation analysis by
the inclusive schooling movement. Much achievement has been done regarding this.
