Following Paths to Self-concept for Students with Learning Disabilities

The educational class placement of students with learning disabilities (LD) has been the subject of extensive debate throughout North America and beyond. Research has found that students with LD who are in inclusive settings generally achieve as well as or better than those in more traditional, segregated settings. Less is known, however, about the impact of class placement on the self-concept of this group of students. Positive self-concept is an essential marker of psychological development for students and is of particular importance for those with LD, many of whom experience poor psychosocial and affective outcomes. Using Structural Equation Modeling, Whitley deftly traces the relationships between class placement, general self-concept and other individual, family, and school factors in an ecological model. Findings shed new light onto the complex interactions between students with LD and their environment and provide direction for future research and practice.

Autorentext

Jessica Whitley is an Assistant Professor at the University of Ottawa, Canada. She conducts research in the area of Inclusive Education, with a particular focus on psychosocial outcomes for students with disabilities. Dr. Whitley has worked with children who experience learning, emotional, and behavioural difficulties in a variety of settings.