Students with intellectual disabilities

insights, implications and recommendations

Research output: Book/ReportBook

Abstract

This book investigates the self-concept of the students with intellectual disabilities who were placed in specialist and mainstream educational settings in South Australia. It gains insights into what students with intellectual disabilities felt about themselves and their achievements across the different dimensions of self-concept. It is divided into two stages of execution. In Stage 1, the Tennessee Self-Concept questionnaire was administered to students with intellectual disabilities. In Stage 2, interviews were conducted with students with intellectual disabilities, their parents and teachers. These data reflected a range of viewpoints from which to examine the research questions. These findings have implications for teachers, special educators, policy makers and a range of professionals in the education and special education sector in enabling greater understanding of the problems experienced by these students and pointing to modifications and improvements in the services for these students.
Original languageEnglish
Place of PublicationSingapore
PublisherSpringer, Springer Nature
Number of pages114
ISBN (Electronic)9789812870179
ISBN (Print)9789812870162
DOIs
Publication statusPublished - 2014
Externally publishedYes

Publication series

NameSpringerBriefs in education
ISSN (Print)2211-1921
ISSN (Electronic)2211-193X

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