Nondisabled students (n=65) and disabled students (n=120) from mainstreamed grades 6 through 12 were surveyed and compared to non-mainstreamed controls. Responses were analyzed in the categories of stereotypes, peer-ratings, and self-ratings. Nondisabled students favorably described the disabled in general, but descriptions of actual disabled…

The academic progress and self-concept of North York (Ontario, Canada) learning-disabled and educable retarded students were studied, with particular reference to the effectiveness of placement in mixed exceptionality versus single exceptionality programs. Information was gathered from the published special education literature, students' files,…

Three issues are addressed in this research review. First, do gifted and average children differ in their self-concepts? Second, what, if any, are the effects on self-concept of labeling a child as gifted or exceptional? Third, does placing the child in a separate enriched or accelerated classroom have any impact on self-concept? The paper begins…

This study examined social and personal concomitants of exceptional academic capability, specifically self-concept, peer acceptance, and attitude toward school, in the context of integrated or self-contained classrooms. The sample consisted of 354 gifted Ontario students from Grades 5, 8, and 10 (150 in self-contained classrooms and 204 in…