Date Approved

4-23-1997

Embargo Period

8-30-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Learning disabled children--Education (Elementary); Mainstreaming in education; Self-perception in children--Testing

Disciplines

Disability and Equity in Education

Abstract

Since inclusion is becoming a popular practice in many schools, its effects on children with learning disabilities must be considered. A child's self-concept is an important factor which often influences his success in academic, social, and emotional domains. Therefore, the effect that placement in a full day, in-class support classroom has on students with learning disabilities was investigated. A sample of 28 students with the classifications of perceptually impaired or neurologically impaired from grades 3, 4, and 5 participated in the study. Two groups were studied. One group received special education services through in-class support classrooms, while the other group received services through pull-out, resource center programs. The Piers-Harris Children's Self-Concept Scale was administered. T-tests were conducted to determine if any differences found were statistically significant.

The results indicated that the mean global self-concept score for the third grade in-class support students was significantly higher than the mean score for the third grade resource center students. There was no statistically significant difference between the two placement groups when examining fourth and fifth grade mean scores. Also, when the three grade levels were combined and the two placements were compared, there was no significant difference between the mean global self-concept scores.

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