The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the children reported positive experiences regarding their social and emotional inclusion in school but tended to have a more negative experience of their academic…

This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different…

The influence of special vs. traditional class placement on 43 maladjusted junior high students was investigated. Ss were either enrolled in a self-contained setting (Satellite Program) or in a traditional departmentalized program. Among tests administered to Ss were the Piers-Harris Children's Self Concept Scale (CSCS), the Metropolitan…

Fifty-five gifted fifth and sixth graders in segregated or integrated classes completed the Piers-Harris Self Concept Test and a measure of peer relationship. Comparison with scores of 55 gifted children who had not been identified or placed revealed no significant differences among social distance or self-concept scores. (CL)

Reported was a study on the effect of integrated and segregated educational settings, respectively, on the self concept of 100 educable mentally retarded adolescents. (GW)

The self concept of 386 minimally brain damaged (8-16 years) in special classes was compared with that of 96 children with similar disabilities who were in regular classes. (Author/CL)

Comparison of attitudes of 47 deaf and normal hearing high school students taught in either self-contained or mainstreamed classrooms found that deaf students in self-contained classrooms expressed significantly more negativism than did students from other educational milieus. (DB)

The social status of 40 mildly learning handicapped and 24 nonhandicapped students and their own perceptions of and their ideal preference for social status were investigated. (Author)

Compared were the effects of mainstream or special class placement on the acquisition of reading skills and self concept with a total of 84 kindergarten or first grade learning disabled students. Significant differences were found between the two groups on only one of the four tests given: the letter names subtest of the Murphy-Durrell Analysis.…

Investigated was the relationship between academic achievement and self concept with a total of 37 learning disabled (LD) children (between the ages of 8 and 14 years) of whom 19 were enrolled in self contained special classes and 18 were receiving services from resource teachers. Ss were administered the Primary Self Concept Inventory and the…

No main effects of special class placement were observed in 43 gifted students (grades six through eight) compared to 38 gifted students in regular classes in terms of cognitive processes, quality of school life, intellectual achievement, self concept, and activity. (CL)

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…

Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more…

Fifty-nine educable mentally retarded (EMR) students and 330 nonhandicapped high school students from mainstream classes completed semantic differential ratings of a stereotypic Popular Teenager, Juvenile Delinquent, and Special Education Student. Ss also rated their global self concepts and situation specific self concepts within the mainstream…