Performance on a standardized self-concept scale was examined in samples of primary and middle school learning disabled and nondisabled students. Results indicated that learning disabled students had significantly lower self-concepts than nondisabled students. Also explores differences between self-concept as a function of sex and social class.…

Instructional group settings within the mainstream class were compared for 45 learning disabled and 45 non-learning disabled students in an effort to document differential instructional settings used for mainstream children. No group difference was demonstrated for lecture/presentation or seatwork settings. (HOD/Author)

Examines ramifications of special class placement on the self-concept of learning-disabled children. Results reveal a strong link between learning disabilities and low self-concept. Three kinds of effects of special class placement on self-concept and certain sex differences are indicated. (Author/BB)