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Self concept in children receiving special support at school
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2000 (English)In: European Journal of special needs education, Vol. 15, no 1, 69-78 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to investigate the variations of self-concept in pupils attending basic compulsory schools and special units. It also examines self-concept in pupils receiving support according to different models. The study involved 183 pupils aged nine to 13 years, attending basic compulsory schools or special programme units in Sweden. Seventy-seven pupils were receiving support from special educators, who have completed a supplementary programme in special education. A comparison was made between pupils receiving support and pupils receiving no support and between pupils in different organization models of support. Global self-concept at school does not seem to be related to the model of special support. Pupils at compulsory schools who are receiving support differ from pupils who receive no support, in that peer relations appear to be more important for their self-concept at school. This could be interpreted as being a compensatory strategy to maintain a good self-concept in spite of difficulties at school. Some implications for educational strategies are discussed.

Place, publisher, year, edition, pages
2000. Vol. 15, no 1, 69-78 p.
Keyword [en]
self concept, special education, special needs, learning disability, peer relations
National Category
Other Social Sciences not elsewhere specified Pedagogy
URN: urn:nbn:se:su:diva-18176OAI: diva2:184699
Available from: 2009-01-23 Created: 2009-01-23 Last updated: 2010-09-09Bibliographically approved

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Westling Allodi, Mara
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