Self-image and social status: A comparison between students from regular education and student from special education
SourceLearning Disability Quarterly, 26, 1, (2003), pp. 5-14
Article / Letter to editor
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SW OZ BSI OLO
Learning Disability Quarterly
SubjectAtypical development in communications and cognition
This study focused on differences in well-being and peer acceptance of three groups of low-achieving students in regular and special education in the Netherlands. Well-being was assessed by means of a self-image scale consisting of 39 statements and peer acceptance through sociometric nomination and rankorder procedures. Low-achieving students in regular education who received remedial help had a similar self-image and were equally accepted by their peers as the low-achieving students in regular education who did not receive remedial support. Students in special education, however, had a slightly better self-image and were also a little more accepted by their peers than the low-achieving students in regular education. Low-achieving students in regular education who received remedial support neither profited nor suffered from their "needy" status regarding peer acceptance.
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