The effects of inclusionary programs on the self-concept of learning disabled students

Abstract

The purpose of this study was to examine the relationship between the self-concept of middle school learning disabled students and inclusionary programming. The sample group (n=18) were middle school students grades 5-8 from a rural Wisconsin town. The Piers-Harris Self-Concept Scale was used to measure self-reported Total self-concept and the following cluster scales: Behavioral, Intellectual and School Status, Physical Appearance and Attributes, Anxiety, Popularity, and Happiness and Satisfaction. Individual education plans were studied to determine the amount of time (FTE) each student participated in inclusionary programs over a three year period. The null hypothesis stated that there would be no significant correlation between learning disabled students' self-concept, as reported on the Piers-Harris Self-Concept Scale Total and cluster scales, and the amount of time they participated in inclusionary programs. At the .05 level of significance the null hypotheses was rejected. The null hypothesis was accepted on six out of the seven areas measured. There was no statistical significance when comparing the amount of time LD students spent in inclusion programs and their self-reported self-concept in the following areas: Total self concept, Behavior, Intellectual and School Status, Anxiety, Popularity, Happiness and Satisfaction. The null hypothesis was rejected on the cluster scale which measured the relationship between Physical Appearance and Attributes self-concept and inclusion.