Students with Intellectual Disabilities

Beschreibung

This book investigates the self-concept of the students with intellectual disabilities who were placed in specialist and mainstream educational settings in South Australia. It gains insights into what students with intellectual disabilities felt about themselves and their achievements across the different dimensions of self-concept. It is divided into two stages of execution. In Stage 1, the Tennessee Self-Concept questionnaire was administered to students with intellectual disabilities. In Stage 2, interviews were conducted with students with intellectual disabilities, their parents and teachers. These data reflected a range of viewpoints from which to examine the research questions. These findings have implications for teachers, special educators, policy makers and a range of professionals in the education and special education sector in enabling greater understanding of the problems experienced by these students and pointing to modifications and improvements in the services for these students.
Assists in the understanding of the problems experienced by students with intellectual disabilities in home and school Identifies those areas which serve as a catalyst to increase inequalities between students with and without intellectual disabilities Provides an understanding for teachers for the full participation of students with intellectual disabilities in mainstream educational settings

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Poulomee Datta

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Academic Self-Concept Adolescents and Adults Family Self-Concept Inequalities caused by disabilities Self-Concept Self-Concept and Disabilities Social Self-Concept Students with Intellectual Disabilities

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