\"An individual's self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong positive self-image is the best possible preparation for success in life\" (Brothers, date unknown). The following paper addressed the three competencies of self-concept in students with learning disabilities: academic, physical and social. The construct of self-concept was compared in students with learning disabilities in a self-contained versus inclusive classroom environment, The author supported the findings through research contained in academic and professional journals and quantitative data gathered from the completion of the Piers-Harris Children's Self-Concept Scale, 2nd Edition, by students in grades 2 through 8, ages 7-15. Forty-two participants with learning disabilities in both self-contained and inclusive classroom environments participated in the study. Analysis using ANOVA, t-tests and content analysis of all data quantified and described how students with learning disabilities view their self-concept in a private day school for special needs versus students in an inclusive public school classroom. The results of the study showed that there were no significant differences between the participants in the study and the normative samples enrolled in inclusive public school classrooms.
","abstract_html":"<p>"An individual's self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong positive self-image is the best possible preparation for success in life" (Brothers, date unknown). The following paper addressed the three competencies of self-concept in students with learning disabilities: academic, physical and social. The construct of self-concept was compared in students with learning disabilities in a self-contained versus inclusive classroom environment, The author supported the findings through research contained in academic and professional journals and quantitative data gathered from the completion of the Piers-Harris Children's Self-Concept Scale, 2<sup>nd</sup> Edition, by students in grades 2 through 8, ages 7-15. Forty-two participants with learning disabilities in both self-contained and inclusive classroom environments participated in the study. Analysis using ANOVA, t-tests and content analysis of all data quantified and described how students with learning disabilities view their self-concept in a private day school for special needs versus students in an inclusive public school classroom. The results of the study showed that there were no significant differences between the participants in the study and the normative samples enrolled in inclusive public school classrooms.</p>","abstract_has_math":false,"creators":["Wierski, Jennifer L."],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Urban, Stanley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-02T07:00:00Z","date_published":"2007-05-02T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Learning disabled children; Special education schools","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/886","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Urban, Stanley"]},{"key":"dc:creator","label":"Author","values":["Wierski, Jennifer L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabled children; Special education schools","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/886"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["\"An individual's self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong positive self-image is the best possible preparation for success in life\" (Brothers, date unknown). The following paper addressed the three competencies of self-concept in students with learning disabilities: academic, physical and social. The construct of self-concept was compared in students with learning disabilities in a self-contained versus inclusive classroom environment, The author supported the findings through research contained in academic and professional journals and quantitative data gathered from the completion of the Piers-Harris Children's Self-Concept Scale, 2nd Edition, by students in grades 2 through 8, ages 7-15. Forty-two participants with learning disabilities in both self-contained and inclusive classroom environments participated in the study. Analysis using ANOVA, t-tests and content analysis of all data quantified and described how students with learning disabilities view their self-concept in a private day school for special needs versus students in an inclusive public school classroom. The results of the study showed that there were no significant differences between the participants in the study and the normative samples enrolled in inclusive public school classrooms.
"]},{"key":"dc:title","label":"Title","values":["Do students with learning disabilities view their self-concept more positively in a private day school for special needs versus students in an inclusive public school classroom?"]}]}],"canonical_facts":{"dc:contributor":["Urban, Stanley"],"dc:creator":["Wierski, Jennifer L."],"dc:date.available":["2016-03-30T07:00:00Z"],"dc:description.abstract":["\"An individual's self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong positive self-image is the best possible preparation for success in life\" (Brothers, date unknown). The following paper addressed the three competencies of self-concept in students with learning disabilities: academic, physical and social. The construct of self-concept was compared in students with learning disabilities in a self-contained versus inclusive classroom environment, The author supported the findings through research contained in academic and professional journals and quantitative data gathered from the completion of the Piers-Harris Children's Self-Concept Scale, 2nd Edition, by students in grades 2 through 8, ages 7-15. Forty-two participants with learning disabilities in both self-contained and inclusive classroom environments participated in the study. Analysis using ANOVA, t-tests and content analysis of all data quantified and described how students with learning disabilities view their self-concept in a private day school for special needs versus students in an inclusive public school classroom. The results of the study showed that there were no significant differences between the participants in the study and the normative samples enrolled in inclusive public school classrooms.
"],"dc:identifier":["https://rdw.rowan.edu/etd/886"],"dc:subject":["Learning disabled children; Special education schools","Disability and Equity in Education"],"dc:title":["Do students with learning disabilities view their self-concept more positively in a private day school for special needs versus students in an inclusive public school classroom?"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:13:46Z"}