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The effect of educational placement on the self-concept of mildly intellectually handicapped (MIH) children

Published online by Cambridge University Press:  25 September 2015

Anthony M. Burton  and
Paul C. Burnett
Anthony M. Burton
Affiliation:
Queensland Department of Education
Paul C. Burnett
Affiliation:
Queensland University of Technology: Kelvin Grove Campus
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Extract

The self-concepts of mildly intellectually handicapped (MIH) children (N=30) in special school, MIH children in a regular school not receiving special education assistance (N=30), and controls (N=30) in regular school were compared using the Self Description Questionnaire (SDQ) (Marsh, Smith, & Barnes, 1985). Multivariate analysis of variance revealed a significant relationship between the educational placement of children and their self-concepts. MIH children in special school scored significantly higher than MIH children in regular school and controls on physical appearance self-concept, peer relationship self-concept, mathematics self-concept, general school self-concept, and general self-concept. Additionally, MIH children in special school scored significantly higher on both academic and non-academic self-concepts when compared with both other groups.

Type
Research Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 1 , November 1991 , pp. 71 - 80
Copyright
Copyright © Cambridge University Press 1991

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