Self-Concept of Students in Inclusive Settings

Autor/inn/en	Schmidt, Majda; Cagran, Branka
Titel	Self-Concept of Students in Inclusive Settings
Quelle	In: International Journal of Special Education, 23 (2008) 1, S.8-17 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Control Groups; Deafness; Grade 7; Self Concept; Inclusive Schools; Case Studies; Academic Ability; Measures (Individuals); Hearing Impairments; Statistical Significance + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; School year 07; 7. Schuljahr; Schuljahr 07; Selbstkonzept; Inclusive school; Integrative Schule; Case study; Fallstudie; Case Study; Messdaten; Hearing impairment; Hörbehinderung
Abstract	The present evaluation case study investigates the self-concept of the students from 7th grade in regular primary school. The study results indicate that, in comparison to their hearing peers, integrated students with a hearing impairment have a lower academic and social self-concept, as well as a general self-concept but a higher physical self-concept. There are differences among students with a hearing impairment in both the individual dimension and general self-concept. There are no statistically significant differences between the class with integrated students, on the one hand, and the class without them, on the other; however, there is a noticeable advantage for the students from the class with integrated learners over the other class serving as control group in all three individual dimensions as well as in general self-concept. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10