Date Approved

5-6-1996

Embargo Period

9-2-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Shuff, Margaret M.

Subject(s)

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

Disciplines

Disability and Equity in Education

Abstract

This study was designed to determine if mainstreaming would have a positive influence on the self-concept and reading achievement of learning disabled students. Pre- and post-testing was given to 17 third and fourth grade special education students. The control group consisted of 7 learning disabled students who were in a self-contained classroom. The experimental group consisted of 10 learning disabled students who were mainstreamed.

A standardized achievement test was given to the students, with the pre-test and post-test given one year apart. The reading portion of the test was used for assessment. A self-concept scale was also given to each group with four months between the pre-test and the post-test. The results of this scale were further analyzed for academic self-concept.

Data, based on t-statistics, revealed a significant difference between the groups for general self-concept. There was no significant difference between the groups for academic self-concept. For reading achievement, the results were approaching significance between the groups. Although the results cannot be labeled conclusive, they suggest serious consideration be given towards assuming that there is a positive influence of mainstreaming on the learning disabled student.

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