School-Based Interventions to Enhance the Self-Concept of Students with Learning Disabilities: A Meta-Analysis

Abstract

Given the key role of school experiences in shaping children's self-perceptions, particularly their academic self-concept, students who experience severe academic difficulty are considered to be particularly at risk for poor self-concept and its adverse consequences. Students with learning disabilities (LD) represent a group of students for whom there has been particular concern in this regard. For example, Thurlow (1980) surveyed 70 LD teachers, coordinators, and special education supervisors. When asked to indicate the greatest need of students with LD by rank ordering the areas of academic skills, classroom behavior, self-image, and "other," 47% of respondents listed JANUARY 2001 SELF-CONCEPT 305 improved self-image as the area of greatest need.Research conducted over the past 25 years provides a rationale for these teachers' concerns. Based on a review of the literature comparing the self-concepts of children with and without LD, Serafica and Harway (1979) concluded that students with LD showed consistently lower selfconcept than students without disabilities. Chapman (1988) reviewed 21 studies addressing the general self-concept of students with and without LD, and 20 studies addressing their academic self-concept. Chapman found that students with LD tended to have general self-concepts that were lower than those of their peers without LD but within the normal range. In contrast, on measures of academic self-concept, the average difference between students with and without LD was large, as indicated by mean effect size (ES) of -0.81.In line with the findings of Chapman (1988), a meta-analysis by Prout, Marcal, and Marcal (1992) revealed that students with LD, when compared with nondisabled students, showed a self-esteem disadvantage of 0.43 of a standard deviation on measures of general self-concept and 0.71 on measures of academic self-concept. Further, Kavale and Forness's (1996) meta-analysis of social skills deficits in students with LD revealed that approximately 70% of students with LD demonstrated lower self-esteem than students in comparison groups. The authors concluded that "students with LD take a more negative view of their individual characteristics in social comparisons with NLD peers and possess less confidence about their own self-worth" (Kavale & Forness, 1996, p. 233).Thus, the preponderance of research on the self-concept of students with LD has found that students with LD have lower academic self-concepts than students without disabilities. A smaller number of studies have found that at least some students with LD show inflated, rather than depressed, self-esteem (Bear & Minke, 1996; Clever, Bear, & Juvonen, 1992; Kistner, Haskett, White, & Robbins, 1987; Kistner, & Osborne, 1987). These studies underscore the importance of considering individual differences, as well as general characteristics, of students with LD.

Transition to Employment of University Students with Disabilities: Factors for Success

“…We believe that this improvement may be due to the attention paid to this aspect, as module II (Self-knowledge) functions in this field, taking self-evaluation of the knowledge of professional qualities as the starting point in the search for work. Similar results were found by Elbaum and Vaughn (2001), although they differ partly from the study of Saunders, Leahy and Frank (2000), as no significant differences were found in this dimension of self-concept. However, there were indications which showed the tendency to change positively as a result of the program.…”

Autoconceito de crianças com dificuldades de aprendizagem e problemas de comportamento

“…Elbaum & Vaughn (2001) relataram que as intervenções para melhorar o autoconceito das crianças podem ser potencializadas pelo envolvimento dos pais, especialmente com as crianças com dificuldades de aprendizagem, de modo a apoiar os esforços acadêmicos e promover a integração social da criança na comunidade escolar. Acrescenta-se ao ambiente familiar o poder do ambiente escolar, através dos professores e pares, na formação e modulação do autoconceito das crianças na fase escolar.…”

“…Aquelas que atribuem os problemas acadêmicos à influência externa de A experiência escolar tem um papel crucial na formação das autopercepções das crianças. Neste sentido, segundo Elbaum & Vaughn (2001), as crianças com dificuldades de aprendizagem apresentam um risco elevado de terem um autoconceito negativo, particularmente quanto à área acadêmica.…”

“…Neste processo, ressalta-se a importância de instrumentar as intervenções junto a estas crianças com recursos que promovam o autoconceito, de modo a potencializar os resultados quanto ao desempenho acadêmico. Elbaum & Vaughn (2001), em um estudo de meta-análise sobre intervenções para melhorar o autoconceito de crianças com dificuldades de aprendizagem, relataram que as intervenções psicopedagógicas e de aconselhamento tiveram efeito significativo sobre o autoconceito acadêmico de crianças com dificuldades de aprendizagem, sendo o aconselhamento mais efetivo com estudantes mais velhos e as intervenções psicopedagógicas mais efetivas com estudantes elementares.…”

Dyslexia and Enhanced Visuospatial Ability: A Maltese Study

“…Students with weak literacy skills tend to have lower academic self-esteem than typical learners do (Beddington et al, 2008;Elbaum & Vaughn, 2001;Gerber, 2012;Scott, 2004). Fluent reading and good writing skills are considered important for academic achievement but students with dyslexia usually lack these skills (Scott, 2004).…”