NCCRESt

part of the Education Reform Networks

Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms

A study of over 2000 students in the Toronto area who were ”receiving instruction in inclusive general education classrooms” (2nd to 8th grades). The study compared academic self concept and peer acceptance across four groups of students identified as: ”disabled,” ”at risk,” ”ESL,” and ”non-categorized”. The main result was that students in all three categorized groups scored significantly lower than their noncategorized peer’s measures of both social acceptance and academic self-concept.

• Author/Creator: Stanovich, P. J., Jordan, A., Perot, J.
• Date Published: March-April
• Journal/Secondary Title: Remedial and Special Education
• Number: 2
• Volume: 19
• Year: 1998

This resource is cataloged under:

• Network/channel: NCCRESt: People: Students
• Subject: Disabilities
• Subject: Inclusive Schools and Communities
• Subject: Self Concept

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