A Comparative Study of the Self-Esteem of Adolescent Boys with and without Learning Disabilities in an Inclusive School

Autor/inn/en	Ntshangase, Sibusiso; Mdikana, Andile; Cronk, Candice
Titel	A Comparative Study of the Self-Esteem of Adolescent Boys with and without Learning Disabilities in an Inclusive School
Quelle	In: International Journal of Special Education, 23 (2008) 2, S.75-84 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Special Schools; Private Schools; Inclusive Schools; Self Esteem; Learning Disabilities; Comparative Analysis; Males; Mainstreaming; Student Attitudes; Foreign Countries; Adolescents; Family Environment; Interpersonal Competence; South Africa + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Private school; Privatschule; Inclusive school; Integrative Schule; Self-esteem; Selbstaufmerksamkeit; Learning handicap; Lernbehinderung; Male; Männliches Geschlecht; Schülerverhalten; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Familienmilieu; Interpersonale Kompetenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Participants in this study were twenty-nine adolescent boys (n = 29) between the ages of sixteen and eighteen years, who were attending an inclusive private school in the affluent suburb of Johannesburg. Fourteen participants had never been diagnosed with learning difficulties and had attended mainstream schools throughout their school careers. Fifteen participants were previously at a special school for learners with barriers to learning, entry into which required a diagnosis of a learning disability of some form. During the time of this study all participants had been in the mainstream school for a minimum period of two years. The Culture Free Self-Esteem Inventory Third Edition (CFSEI 3) was utilised to elicit participants' perceptions of their abilities and attributes as well as feelings of self-worth. Data was analysed using the descriptive statistical procedure. A two independent sample T-test indicated that there were no significant differences found between the two groups of participants for each of the CFSEI self-esteem subscales as well as for Global self-esteem. While this research has limited generalizability, it appears to hint at the potential benefits of inclusion and it also highlights the potential value of self-esteem interventions as an important part of implementing inclusion in schools. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10