The Impact of the duration of special education on the self-concepts of students with learning disablities in general education settings

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dc.contributor.advisor Names Illegible
dc.contributor.author Horning, Theresa
dc.date.accessioned 2011-01-26T20:21:26Z
dc.date.available 2011-01-26T20:21:26Z
dc.date.issued 1997-07-28
dc.identifier.uri http://hdl.handle.net/1850/13152
dc.description.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. en_US
dc.language.iso en_US en_US
dc.subject School psychology en_US
dc.subject.lcc BF723.S28 H67 1997 en_US
dc.subject.lcsh Learning disabled children--Psychology en_US
dc.subject.lcsh Self-perception in children--Testing en_US
dc.subject.lcsh Learning disabled children--Education en_US
dc.title The Impact of the duration of special education on the self-concepts of students with learning disablities in general education settings en_US
dc.type Thesis en_US
dc.description.college College of Liberal Arts en_US
dc.description.department Department of Psychology en_US

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