Date Approved

5-6-1996

Embargo Period

9-7-2016

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)

Children with perceptual disabilities--Education (Elementary); Mainstreaming in education; Self-perception in children

Disciplines

Disability and Equity in Education

Abstract

Within the past decade and a half, considerable discussion has occurred regarding the most appropriate setting within which to educate students with disabilities.

This study looks at classified students in two different settings. It will compare the academic achievement levels and self-concept of students who are classified P.I. and receive instruction in a regular class with in-class support to those students who are classified P.I. and receive instruction in a self-contained classroom.

There are 12 participants in this study. Seven of the participants are in a self-contained classroom. All are of 3rd or 4th grade level. Two participants are in a regular 3rd grade class and three are in a regular 4th grade class with in-class support.

Academic achievement levels were assessed by a pre-test and post-test using the reading and math subtests of the Woodcock-Johnson Psycho-Educational Battery Revised. Self-concept levels were measured by a pre-test and post-test by using a modified version of the Piers Harris Self-Concept Inventory. Between group comparisons were conducted using 2-tailed t-tests. Also, within group comparisons were conducted using paired t-tests.

Overall, neither group showed a significant difference in academic achievement levels or self-concept levels.

Results suggest that there were no significant differences between or within groups in either achievement or self-concept.

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