A Comparative study on the self-concept of learners with learning disabilities in different educational settings

Self-concept is one crucial aspect of our lives that can shape how we develop during childhood and determine who we become as adults. Hence, it is important for children to develop a positive self-concept in order to better their chances of a happy and satisfying adulthood. Of particular interest are learners classified as learning disabled. These learners encounter more challenges in life than their normal peers. Numerous studies have been conducted on the topic however, as far as it could be ascertained no research assessing the self-concept of learners with Learning Disabilities (LD) in different educational settings has been carried out in a decade. Furthermore, within the South African context, no studies on the topic have been reported to have been published. Hence, research on the self-concept of learners with LD is far more necessary in South Africa at this moment as the placement of such learners continues to take place. Although placement in least restrictive settings is generally believed to be associated with more positive social outcomes for learners with disabilities, the empirical research has yielded equivocal findings. Learners with LD are commonly assumed to have poor self-concept than their non-LD counterparts. The purpose of this study was to determine whether differences exist between the self-concept of learners with LD in regular schools compared to their LD counterparts in special schools. A differential research design was employed, and results were examined across three independent variables namely, age, gender and ethnicity and class placement. A total of 126 learners from six different schools in the Kwa-Zulu Natal Province participated in the present study. This included 74 learners with varying degrees of learning disabilities in regular schools and 52 from special schools and remedial iii schools. The results revealed no overall association between self-concept and educational placement. Learners receiving instructions in self-contained classrooms in regular schools exhibited lower self-concept compared to learners with LD attending special schools. In conclusion the present study’s contributions as well as shortcomings are discussed, along with recommendations for future research

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2014

Author dc:creator

• Makhubu, S.S

Advisors dc:contributor.advisor

• Govender, S
• Hlongwane, M.M

Licence

• https://devspace.unizulu.ac.za/bitstreams/dcedd80e-974f-44ac-a5a1-f3c75bc8d4bf/download