Self-concept of children with intellectual disability in mainstream settings.
BACKGROUND
Positive self-concept is an important educational outcome for individuals with disability.


METHODS
Perceived competence and acceptance of 17 children with intellectual disability, included in mainstream classes, were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and compared with (a) independently rated academic work samples and measures of social status, and (b) measures of perceived competence and acceptance reported for other populations of individuals with and without disability.


RESULTS
Perceived competence and acceptance were positive and comparable to previously reported results for individuals with disability and young children without disability. The children's perceived cognitive competence was not consistent with ratings of their work samples but their perceived peer acceptance was more consistent with peer ratings of social status.


CONCLUSIONS
Children with intellectual disability remained positive at an age when self-concept is likely to be negatively impacted by comparisons with higher performing peers.
Huck
Sally
S
Macquarie University Special Education Centre, Sydney, Australia.
Kemp
Coral
C
Carter
Mark
M
D001315:Australia; D002648:Child; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D007398:Interpersonal Relations; D008282:Mainstreaming, Education; D008297:Male; D010379:Peer Group; D019989:Persons with Intellectual Disabilities / Q000523:psychology*; D012649:Self Concept; D012917:Social Adjustment