The Self–Concept of Students with Learning Disabilities: A Meta–Analysis of Comparisons Across Different Placements

Abstract

Although placement in less restrictive settings is generally believed to be associated with more positive social outcomes for students with disabilities, the empirical research has yielded equivocal findings. The purpose of this study was to synthesize the empirical research comparing the self-concept of students with learning disabilities (LD) in different educational placements. Meta-analysis revealed no overall association between self-concept and educational placement for four out of five comparisons: regular class vs. resource room, regular class vs. self-contained class, resource room vs. self-contained class, and regular class vs. special school. Students with LD receiving instruction in self-contained classrooms in regular schools exhibited lower self-concept compared to students with LD attending special schools. Follow-up analyses were conducted to explore whether the variability of effect sizes in regular class-resource room comparisons was associated with any of several potential moderator variables; the only variable for which the association approached significance was whether students in the regular classroom were provided with appropriate special education supports and services. The findings are discussed in light of documented individual variation in students' placement preferences.In the decades since the passing of Public Law 94-142, the mandate to educate students with disabilities in the least restrictive setting has led to energetic debate over the benefits and drawbacks of different educational placements for students with disabilities (Crockett & Kauffman, 1999). The settings in which such students are educated can range from fully separated (i.e., special schools) to fully integrated (i.e., full inclusion). Historically, students with learning disabilities (LD) have been placed across the entire continuum of setting options. However, there has been a strong trend over the past decade toward providing instruction to students with LD in the general education classroom. According to the most recent national data available on educational environments for students with disabilities (U.S. Department of Education, 2001Education, ), in 1998Education, -1999.1 percent of students with LD were educated in separate environments for less than 21 percent of the school day, 38.4 percent were in separate environments 21-60 percent of the day, and only 15.5 percent were in separate environments for more than 60 percent of the school day.According to federal law (Individuals with Disabilities Education Act Amendments of 1997), a child with a disability may be served in a separate environment only if the individualized instruction required by the child to make adequate academic progress cannot be provided in the regular classroom with appropriate special education services and supports. At the same time, decisions about placement involve more than considerations of academic progress; in particular, they involve assumptions and considerations concerning the Requests for reprints should be sent to Batya Elb...

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

“…In his meta-analysis on self-concepts across different placements, Elbaum (2002) concluded there is no overall association between placement and self-concept of students with learning disabilities. However, he does note that a placement may impact an individual student"s self-esteem.…”

“…However, he does note that a placement may impact an individual student"s self-esteem. It is imperative to consider the individual"s social, emotional and academic needs when deciding upon the proper placement as well as the student"s preference in placement (Elbaum, 2002). Students desire to receive support in the way that is least embarrassing to them (Jenkins & Heinen, 1989).…”

“…Vaughn et al (2001) advocates that students with learning disabilities in a less restrictive setting have a more positive school experience in regard to self-perception, acceptance and peers. Elbaum (2002) argues that the greater the degree of separation, the greater the potential is for negative stigma.…”

“…Weiner and Tardif (2004) found that resource room students were not accepted by peers as well as inclusion students were. Elbaum (2002) asserts that no difference in self-concept was found in comparison of students with learning disabilities in resource rooms and inclusive settings and argued that the association between selfconcept and placement was not supported. In the controversy of placement, students do not always agree on which is the best.…”

Student Perceptions of Learning Disability Labels at the Junior High and High School Level

“…Students receiving special services can be educated anywhere from fully separated schools to fully integrated classrooms (Elbaum, 2002). Including students with disabilities in the regular classroom has greatly increased over the past fifteen plus years.…”