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The Effects of Special Class Placement on the Self-Concept of Exceptional Children

Sol Ribner is a psychologist with the Evaluation and Placement Unit of the New York City Board of Education. He is currently engaged in various research projects in the field of special education. Requests for reprints should be sent to Dr. Ribner at PS 206, Neck Rd. and E. 22nd St., Brooklyn, N.Y. 11229.

The impact of placement decisions on a child's self-concept will be a growing concern as mainstreaming efforts increase. A child's feelings of self-worth may vary from setting to setting and from one aspect of life to another. This paper well illustrates that self-concept is a complex entity. As Ribner demonstrates, both research and practice must consider these complexities, especially when the child's self-concept is in question. — G.M.S.

The self-concept of minimally brain damaged children in special classes was compared with that of children with similar disabilities who were in the regular grades. Those in regular grades had significantly lower self-concepts in school adequacy but not in general competence. When compared with normal children, both groups of minimally brain damaged children had significantly lower self-concepts in school adequacy, but only those in regular grades held significantly lower self-concepts than normal children in general competence. No relationship was found between self-concept and length of stay in special classes.

Journal of Learning Disabilities, Vol. 11, No. 5, 319-323 (1978)
DOI: 10.1177/002221947801100509


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