This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included…

Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…

The study investigated the relatonship between degree or extent of special education participation and measured self-concept with 45 third-grade male students divided into three groups (students in self-contained LD classes, students provided individual tutoring, and a control group of students from regular classes). (Author/PHR)

Self-concept scores of 138 mildly handicapped preadolescents in resource or self-contained settings were compared to those of 46 regular class students whose teachers endorsed the need for special education. Relatively higher scores were found for special education students, suggesting beneficial social effects of partial instructional…

To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

Self-concept scores from 62 blind and low-vision adolescents were compared across the predominant class placements for the visually impaired (residential, resource room, itinerant). (Author/CL)

A meta-analysis was conducted on nine experimental studies dealing with pull-out programs for gifted students in grades one through nine. Results indicate that pull-out programs in gifted education have significant positive effects on achievement, critical thinking, and creativity, but not on student self-concept. (Author/JDD)

Sixty gifted students (ages 9-11) were studied to identify differences in perceived competence, social adjustment, and peer relations between those in regular classrooms and those in segregated settings. Regular-classroom subjects reported greater perceived cognitive competence while segregated subjects were rated more positively by their teachers…

The self-perceptions of students were compared to parallel ratings by their teachers for four groups of subjects: 69 nondisabled, 18 learning-disabled-resource room, 25 learning-disabled-resource room, and 33 learning-disabled special class students. Results varied according to which teacher and students, which setting, and which aspect of self…

This qualitative study analyzed unstructured, open-ended interviews with 11 children in grades 1 through 6 identified as having specific learning disabilities. Analysis suggested that the children fabricated stories about where they went during resource time, not being able to read, and being called names and feeling bad about themselves.…

A series of studies with learning disabled (LD) elementary grade students in eight schools investigated the relationship between class placement (regular class, part time regular class, or special class) and self concept. Ss were administered the Piers Harris Children's Self Concept Scale before and after placement changes. Results included the…

This study compared the self-concepts of secondary students in either a segregated (institutional), congregated, or mainstream resource program setting. Results suggested academic advantages in attending resource programs and social advantages in segregated settings. Integrated deaf students had better self-perceptions of reading ability than…

Forty-four mildly handicapped students (grades 4 through 9) in resource rooms were interviewed about their understanding of the special education referral and placement process, their explanation of the reasons for their placement, interpersonal problems produced by placement, strategies to handle the interpersonal problems, predictions about…

First-year data from a longitudinal investigation of over 1,100 children receiving different types of gifted services or regular instruction indicated significant differences in achievement levels, self-concepts, and teacher ratings of students selected for different services, with achievement fostered by special school and class options and…

This study evaluated the effectiveness of an inclusive program for students (grades 2 through 4) with mild learning disabilities (LD) in four elementary schools in Spain. It compared two support strategies, a within-class integrated program versus resource room approach with students having either high or low learning potential. The study also…