The history of the study of the self can be traced back to ancient Greek philosophy, as revealed in Socrates' "know thyself. Different philosopher had his own unique view on the Sphinx Riddle: the riddle of human being. The psychologists have contributed significantly to study of the self, as started with William James. Psychological research has been focused on the self as a cognitive construction for a long period. Until recently there has been much less emphasis on the affective dimension of the self, despite the historical precedent for the link between self-esteem and depressed affect which was beginning with Freud. Increasingly, however, theorists and investigator have turned their attention to the affective implications of self-esteem with strong interests in the functional or mediational role of the self-esteem, thus, there has been more study on the emotional and behavioral consequences.There have fewer theoretical and practical studies on the self of special child. Those conclusions drawn from the completed research are very controversial, some of them argued that giftedness has positive effect on the children, others differed. To explore the impact of giftedness more and thorough studies are needed.This dissertation explores the functional role of the self-esteem within the context of special education and framework of the correlations within cognition, emotion and selfhood, using systematic methods which integrate quantitive methods and qualitative methods. Furthermore this article discusses the three levels of the needs of special children with an emphasis on "human value". Then the possibility of the approach to construct the concordant personality of the children with special needs are presented and discussed.The dissertation is divided into five chapters. The first chapter is a review on the thoughts and studies on self in philosophy and psychology perspective. Recent development and trend on the investigation of the self is addressed. The special meaning of the self study within the special education context is explained.The second chapter represents the principal and the basic researchquestions and clarifies the key conceptions in this study. The systematic methods and the role of "investigator" as a subjective and objective self is reexamined.The third chapter does the research on the self-concept and self-esteem of the gifted senior school students using Self Description Questionnaire II (Marsh, 1986), The Self-Esteem Scale (Rosenberg, 1965) and open self-description of "WO"(which means both I and Me in Chinese). The results as follows: self-concept of giftedness is influenced by IQ level (cognition factor) and Group (social factor) and gifted students have positive academic self-concept and higher self-esteem.The fourth chapter includes four experiments ,important results as follows: firstly, the role of self-esteem plays in the process of impacting the emotion is both influential as independent variable and mediational as dependent variable. Giftedness, IQ level and self-esteem level have their own way to impact the emotion and cognitive task both in the processing of the recognition of facial expression (with or without word interference) and the decreased or increased self-esteem in experimental environment. The process is not single-acting but interacting. Secondly, self-esteem impacts the process of self-regulation of anxiety in an ecological context. Thirdly, an mini-educational intervention tries to explore the hypotheses that stable self-concept could be enhanced by proper way, based on the results from the said three studies. Group Therapy has positive effect on the self-concept and self-esteem of gifted female students.The last chapter is a general discuss. Knowledge is virtue as well. The impact of "the knowledge which is got from the study" on the life of the special child is strongly concerned. The three level of the needs of special children with an emphasis on "human value" and the possibility of the approach to construct the concordant personality of the children with special needs