Handicapped Labels and Instructional Segregation: Influences on Children's Self-Concepts versus the Perceptions of Others.

Coleman, J. Michael

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Peer reviewed

ERIC Number: EJ285340

Record Type: CIJE

Publication Date: 1983

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Abstractor: N/A

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Handicapped Labels and Instructional Segregation: Influences on Children's Self-Concepts versus the Perceptions of Others.

Coleman, J. Michael

Learning Disability Quarterly, v6 n1 p3-11 Win 1983

Self-concept scores of 138 mildly handicapped preadolescents in resource or self-contained settings were compared to those of 46 regular class students whose teachers endorsed the need for special education. Relatively higher scores were found for special education students, suggesting beneficial social effects of partial instructional segregation. (Author/CL)

Descriptors: Labeling (of Persons), Mild Disabilities, Mother Attitudes, Peer Relationship, Resource Room Programs, Self Concept, Special Classes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A