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

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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