Research indicates that students in special education have a lower self-concept than their non-disabled peers (Manhattan College, 1998). Manhattan College also states that students with disabilities who play sports have a self-concept equal to or higher than individuals without disabilities. Identifying the degree to which participation in sports may raise the self-concepts of students in special education is an important strategy in educational programming. Discovering techniques to improve the self-concepts of students in special education has been a difficult task for both teachers and parents.
The purpose of this study was to determine if a difference exists between the self-concepts of students in a special education resource room who play sports compared to students in a special education resource room who do not play sports. The data reveals that there are no significant differences between students in a special education resource room who play sports compared to students in a special education resource room who do not play sports.
","abstract_html":"<p>Research indicates that students in special education have a lower self-concept than their non-disabled peers (Manhattan College, 1998). Manhattan College also states that students with disabilities who play sports have a self-concept equal to or higher than individuals without disabilities. Identifying the degree to which participation in sports may raise the self-concepts of students in special education is an important strategy in educational programming. Discovering techniques to improve the self-concepts of students in special education has been a difficult task for both teachers and parents.</p> <p>The purpose of this study was to determine if a difference exists between the self-concepts of students in a special education resource room who play sports compared to students in a special education resource room who do not play sports. The data reveals that there are no significant differences between students in a special education resource room who play sports compared to students in a special education resource room who do not play sports.</p>","abstract_has_math":false,"creators":["Fiori, Meredith"],"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":2002,"date_issued":"2002-05-06T07:00:00Z","date_published":"2002-05-06T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Learning disabled teenagers; School sports; Self-perception in adolescence","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1433","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":["Fiori, Meredith"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-12T07:00:00Z"]},{"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 teenagers; School sports; Self-perception in adolescence","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1433"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Research indicates that students in special education have a lower self-concept than their non-disabled peers (Manhattan College, 1998). Manhattan College also states that students with disabilities who play sports have a self-concept equal to or higher than individuals without disabilities. Identifying the degree to which participation in sports may raise the self-concepts of students in special education is an important strategy in educational programming. Discovering techniques to improve the self-concepts of students in special education has been a difficult task for both teachers and parents.
The purpose of this study was to determine if a difference exists between the self-concepts of students in a special education resource room who play sports compared to students in a special education resource room who do not play sports. The data reveals that there are no significant differences between students in a special education resource room who play sports compared to students in a special education resource room who do not play sports.
"]},{"key":"dc:title","label":"Title","values":["The effect of sports on self-concept: a comparison of students in a special education resource room who participate in sports and students in a special education resource room who do not participate in sports"]}]}],"canonical_facts":{"dc:contributor":["Urban, Stanley"],"dc:creator":["Fiori, Meredith"],"dc:date.available":["2016-05-12T07:00:00Z"],"dc:description.abstract":["Research indicates that students in special education have a lower self-concept than their non-disabled peers (Manhattan College, 1998). Manhattan College also states that students with disabilities who play sports have a self-concept equal to or higher than individuals without disabilities. Identifying the degree to which participation in sports may raise the self-concepts of students in special education is an important strategy in educational programming. Discovering techniques to improve the self-concepts of students in special education has been a difficult task for both teachers and parents.
The purpose of this study was to determine if a difference exists between the self-concepts of students in a special education resource room who play sports compared to students in a special education resource room who do not play sports. The data reveals that there are no significant differences between students in a special education resource room who play sports compared to students in a special education resource room who do not play sports.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1433"],"dc:subject":["Learning disabled teenagers; School sports; Self-perception in adolescence","Disability and Equity in Education"],"dc:title":["The effect of sports on self-concept: a comparison of students in a special education resource room who participate in sports and students in a special education resource room who do not participate in sports"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:14:32Z"}