Theses and Dissertations - UTB/UTPA
Date of Award
12-2001
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
School Psychology
First Advisor
Dr. Jo Ann Mitchell Burns
Second Advisor
Dr. Ralph Carlson
Third Advisor
Dr. Liang Zeng
Abstract
This study was to determine whether Learning Disabled students who receive all their instruction in regular education would receive significantly higher self-esteem scores than students who receive services from special education resource. The instruments employed were the Coopersmith Self-Esteem Inventory and the Pier-Harris Self-Concept Scale in order to determine any significant differences in self-esteem between the two groups. The sample consisted of 30 bilingual Mexican-American children ages 8–12. The subjects were from public schools in the southern region of Texas on the Mexico-Texas border. Data were analyzed through descriptive statistics, T-test, and two-way factorial analysis of variance with repeated measures. The results suggest that there is no difference between inclusion group and pullout group in terms of students' self-esteem.
Granting Institution
University of Texas-Pan American
Comments
Copyright 2001 Ruth Ann Cardoza. All Rights Reserved.
https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/effects-inclusion-on-learning-disabled-students/docview/304796446/se-2?accountid=7119