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Direct linkShechtman, Zipora; Silektor, Anat – Roeper Review, 2012
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…
Descriptors: Academically Gifted, Foreign Countries, Empathy, Interpersonal Competence
Peer reviewedColeman, J. Michael – Learning Disability Quarterly, 1983
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…
Descriptors: Labeling (of Persons), Mild Disabilities, Mother Attitudes, Peer Relationship
Svec, Henry – 1984
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…
Descriptors: Foreign Countries, Learning Disabilities, Mainstreaming, Resource Room Programs
Morrison, Gale M. – Learning Disabilities Research, 1985
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…
Descriptors: Elementary Secondary Education, Learning Disabilities, Mainstreaming, Resource Room Programs
Smith, Monte D. – 1980
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…
Descriptors: Affective Behavior, Elementary Education, Gifted, Learning Disabilities
Peer reviewedvan Gurp, Susan – Journal of Deaf Studies and Deaf Education, 2001
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…
Descriptors: Deafness, Inclusive Schools, Mainstreaming, Reading Ability
Peer reviewedCornell, Dewey G.; And Others – Journal for the Education of the Gifted, 1992
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…
Descriptors: Academic Achievement, Academically Gifted, Delivery Systems, Educational Methods
