Students with Intellectual Disabilities Insights, Implications and Recommendations /

• Κύριος συγγραφέας: Datta, Poulomee (Συγγραφέας)
• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Singapore : Springer Singapore : Imprint: Springer, 2014.
• Σειρά: SpringerBriefs in Education,
• Θέματα: Education.; Educational sociology.; Educational psychology.; Education > Psychology.; Social structure.; Social inequality.; Education and sociology.; Sociology, Educational.; Child psychology.; School psychology.; Educational Psychology.; Sociology of Education.; Child and School Psychology.; Social Structure, Social Inequality.

 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. 

 1: Self-Concepts Of Students With Intellectual Disabilities -- 2: Literature Review -- 3: Theoretical Background -- 4: Methodology And Research Methods -- 5: Analysis Of Stage 1 Data: Tennessee’s Self-Concept Questionnaire -- 6: Analysis Of Stage 2 Interview Responses: Self-Concept.- 7: Discussion -- 8: Conclusion.