Learning Disabled Children's Self-Concepts

Chapman, James W.

doi:10.2307/1170259

Cited by 95 publications

(133 citation statements)

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“…Continual academic failure (Leondari, 1993;Grolnick & Ryan, 1990), separation from the general class (Leondari, 1993;Biklen & Zollers, 1986, Reynolds & Wang, 1983, stigmas and labels (Leondari, 1993) can create a self-fulfilling prophecy as well as develop low self-esteem in students with learning disabilities (Good, 1982;Rosenthal & Jacobson, 1968). According to numerous studies, students with learning disabilities are more likely to develop a poor self-concept than students without learning disabilities (Chapman, 1988;Elbaum & Vaughn, 2003;Tabassam & Grainger, 2002). …”

Section: Self-concept and Placementmentioning

confidence: 99%

“…Cohen (1985) stated that students in a self-contained classroom did not demonstrate higher levels of depression because they did not compare themselves to higher achieving students. However, studies have shown that students with learning disabilities are able to maintain an overall global sense of self-worth at a level equal to their peers despite lower academic self-worth Chapman, 1988;Forman, 1988;Gans et al, 2003). Students with learning disabilities recognized their academic limitations but still felt good about themselves (Bear et al, 2002).…”

Section: Self-concept and Placementmentioning

confidence: 99%

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Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Blackford¹

2010

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This qualitative study focused on student knowledge and perceptions of the resource room in a private school. Students on an IEP or eligible for an IEP and that had attended the resource room were interviewed on the five constructs: knowledge, perceptions, benefits, limitations, and suggestions for improvement. Teachers and administrators were surveyed regarding these same five constructs. This study represents a small private K-12 school of approximately 170 students where the main service model is the resource room. Analysis of the results revealed that students perceived the resource room teacher, the ability to receive help and the quiet atmosphere as benefits of the resource room. Limitations and suggestions for improvement are also included. These results can be used to effectively structure the resource room to best meet the needs of students with disabilities.

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Section: Self-concept and Placementmentioning

confidence: 99%

Section: Self-concept and Placementmentioning

confidence: 99%

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Blackford¹

2010

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“…Las creencias negativas respecto a sí mismos como aprendices les impiden mejorar su rendimiento en matemáticas, pues creen que el rendir bien está por encima de sus posibilidades (Chapman, 1988 bien ante tareas específicas como las matemáticas. El trabajo de Callahan (1971) constituye un referente que marca el inicio del crecimiento de la preocupación sobre la relación de las actitudes de los alumnos con respecto a las matemáticas.…”

Section: Introductionunclassified

El dominio afectivo en el aprendizaje de las Matemáticas.

Ignacio

2017

EJREP

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Introducción. La finalidad de este trabajo es analizar las creencias, las actitudes y las reacciones emocionales que los estudiantes experimentan en el proceso de aprendizaje de las matemáticas. El objetivo es conocer si las creencias, actitudes y atribuciones positivas acerca de sí mismos como aprendices son una fuente de motivación y expectativas de éxito ante la materia.Método. Para ello, hemos empleado una muestra de 346 alumnos de segundo ciclo de Educación Secundaria Obligatoria (ESO) de Institutos de Badajoz, a los que se les aplicó un cuestionario sobre creencias y actitudes acerca de las matemáticas.Resultados y Discusión. Concluimos que el género no guarda relación con el autoconcepto matemático.

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“…A meta-analysis by Chapman (1988) revealed that mainstreamed settings did not lead to higher self-concepts for students with learning disabilities. Students with academic handicaps are often rejected or otherwise negatively evaluated by their nonhandicapped peers in regular classes.…”

mentioning

confidence: 99%

Samoświadomość w Stanach Zjednoczonych: historia i definicje

Pierson

2015

ikps

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Self-concept has been an important theoretical construct for children and especially for children with mild/moderate disabilities in the history of special education. This chapter will review the role that self-concept has played in the field of special education and how it has impacted children in the history of schooling in the United States. Definitional models of self-concept will be presented and analyzed in light of the impact of the social outcomes on academic/cognitive progress.

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Learning Disabled Children's Self-Concepts

Cited by 95 publications

References 0 publications

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

El dominio afectivo en el aprendizaje de las Matemáticas.

Samoświadomość w Stanach Zjednoczonych: historia i definicje

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