Abstract

This study was performed to determine whether the length of time students with learning disabilities received special education services correlated with their self-concepts. The Piers-Harris Children's Self-Concept Scale was given to 23 elementary school students who were classified as learning disabled according to New York State guidelines. These students ranged in age from eight to thirteen and were in grades three through six. They attended a small, rural, upstate New York school district and were included in general education classrooms for at least five months prior to the study. The results indicated that a correlation did not exist between the factors. Interaction effects for age and gender were not found. However, the student scores may be considered supportive of the inclusion model used by the specific district.

Library of Congress Subject Headings

Learning disabled children--Psychology; Self-perception in children--Testing; Learning disabled children--Education

Publication Date

7-28-1997

Document Type

Thesis

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Names Illegible

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: BF723.S28 H67 1997

Campus

RIT – Main Campus

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