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
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.
Recommended Citation
Hanzok, Priscilla, "Does mainstreaming positively influence academic achievement and self-concept at the elementary level?" (1996). Theses and Dissertations. 2164.
https://rdw.rowan.edu/etd/2164
