Relative Differences in Academic Self-Concept and Peer Acceptance among Students in Inclusive Classrooms.

Stanovitch, Paula J.; Jordan, Anne; Perot, Josette

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Peer reviewed

ERIC Number: EJ564046

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0741-9325

EISSN: N/A

Relative Differences in Academic Self-Concept and Peer Acceptance among Students in Inclusive Classrooms.

Stanovitch, Paula J.; Jordan, Anne; Perot, Josette

Remedial and Special Education, v19 n2 p120-26 Mar-Apr 1998

This study examined the social and affective functioning of 2,011 students (grades two through eight) with special needs (disability, limited English speaking, at risk for school failure, and non-categorized) receiving instruction in inclusive general education classrooms. Children with disabilities and children at risk displayed large (but opposite) discrepancies in the areas of self concept and acceptance by peers. (DB)

Descriptors: Affective Behavior, Disabilities, Elementary Secondary Education, High Risk Students, Inclusive Schools, Interpersonal Competence, Limited English Speaking, Low Achievement, Peer Acceptance, Self Concept, Social Integration, Special Needs Students, Student Characteristics

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A