Changes in Domain Specific Self-Perception amongst Young People with Intellectual Disability: A Longitudinal Study

Autor/inn/en	O'Byrne, Clara; Muldoon, Orla T.
Titel	Changes in Domain Specific Self-Perception amongst Young People with Intellectual Disability: A Longitudinal Study
Quelle	In: European Journal of Special Needs Education, 33 (2018) 1, S.59-72 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1300164
Schlagwörter	Intellectual Disability; Self Concept; Gender Differences; Severity (of Disability); Longitudinal Studies; Special Schools; Cognitive Ability; Attitude Change; Secondary School Students; Foreign Countries; Statistical Analysis; Writing Skills; Spelling; Human Body; Value Judgment; Social Attitudes; Multivariate Analysis; Ireland + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Selbstkonzept; Geschlechterkonflikt; Schweregrad; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special school; Sonderschule; Denkfähigkeit; Attitudinal change; Einstellungsänderung; Sekundarschüler; Ausland; Statistische Analyse; Writing skill; Schreibfertigkeit; Schreibweise; Menschlicher Körper; Werturteil; Social attidude; Soziale Einstellung; Multivariate Analyse; Irland
Abstract	This study examines the changes that occur in multidimensional self-concept of adolescents with a diagnosis of intellectual disabilities, across gender and category of intellectual disability (borderline, mild, moderate) groups. A sample of 54 young people completed the Harter Self-Perception Profile. Using a three-wave longitudinal study conducted during their first year in a segregated special second-level school, stability and change in multiple domains of self-perception were examined. Findings indicate that gender and level of cognitive function are important variables in changes in self-perception across time, highlighting the heterogeneous nature of the special school population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01