Date Approved

5-4-2000

Embargo Period

7-13-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Thomas E. Bowe School (Glassboro, N.J.); Learning disabled children--Education; Self-perception in children

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to examine self-concept of students from different placement settings. Academic, social, and general self-concepts were considered. Subjects were chosen from four placement settings: regular education classroom, basic skills instruction (BSI), resource room instruction, and self-contained special education classroom. A sample size of forty-eight students from grades five and six was used. Data was collected through the use of a self-concept scale as well as several student interviews. Data was recorded and analyzed on a computer using the StatView program. Mean scores and standard deviations were compared to determine differences in self-concept scores among the four groups. The results of this study indicated a significantly higher self-concept of regular education students when compared with the other three groups. Although the comparison of scores among the BSI, resource, and self-contained students did not produce statistically significant data, some differences were found. These findings support the notion that a relationship does exist between self-concept and educational placement.

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