Special Education ETDs

Publication Date

7-25-1978

Abstract

The purpose of this study was to investigate and compare the impact of special-class placement and retention upon the self-concepts of children. The sample consisted of nine boys and four girls retained in the first grade and ten boys and three girls placed in special-education in the second grade. The retained students were found in four elementary schools and the special-placed were found in five elementary schools. All students attended schools in the East Area of Albuquerque. Self-concept was measured by the Piers-Harris Children's Self-Concept Scale. The scale was individually administered to all twenty-six children. Seven null hypotheses were stated. Hypothesis I, stated in null form, was: There will be no differences in social and personal adjustment between the retained group and the special-placed group on the total score of the Piers-Harris Children's Self-Concept Scale. The remaining six hypotheses stated that there will be no differences between the retained group and the special-placed group in the areas of "Behavior,” "Intellectual and School Status,” "Physical Appearance and Attributes,” "Anxiety," "Popularity,” and "Happiness and Satisfaction” as measured by the six Factors of the Piers-Harris. The Mann-Whitney U test was used to distinguish any significant differences in self-concept among the two groups. In order to reject the seven null hypotheses the .05 level of significance was selected. The results of this study failed to reject the seven hypotheses. There appeared to be no significant difference between the thirteen retained students and the thirteen special-placed students in the area of self-concept as measured by the total score of the Piers-Harris Children's Self-Concept Scale. No significant differences were found between the two groups when comparing the six Factors of the Piers-Harris. In conclusion, no significant differences were found between the two groups.

Document Type

Thesis

Language

English

Degree Name

Special Education

Level of Degree

Masters

Department Name

Special Education

First Committee Member (Chair)

Glenn Van Etten

Second Committee Member

Roger Lee Kroth

Third Committee Member

Richard Lane McDowell

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