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We present two opposing possibilities for dealing with the self-control and self-esteem needs and problems of the “Serious Emotionally Disturbed” and other children with special needs. Participants will experience these two methods currently used to help these special-needs students maintain or develop self-control. We advocate the prescriptive use of low-organized games to meet the social, emotional, cognitive, and physical needs that encourage the development of self-control and positive self-esteem in children.
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