Date Approved

5-14-2003

Embargo Period

5-3-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Inclusive education; Learning disabled children; Self-esteem in children

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to compare the self-esteem of students with learning disabilities who were being placed in different settings, such as inclusive classrooms, self-contained classrooms, and resource rooms. Students who were classified and eligible for special education under the category of specific learning disabilities participated in this study. Three groups of 3rd, 4th, 5th, and 6th grade students with a total of 82 students were surveyed. The survey consisted of ten statements related to the students' perceptions of themselves. The surveys were administered individually to the three groups of students. All responses of the survey were collected and analyzed using the SPSS program. The mean and standard deviation of each statement from each group were computed. An ANOVA analysis was also used to compare differences among the three groups. The results of this study indicate that class placement does not affect the self-esteem of students with learning disabilities significantly.

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