Self-Perceptions of Exceptional Children in Contrasting Educational Placements

Abstract

The issue of mainstreaming the mildly handicapped child into the regular classroom has taken its place in the forefront of controversial issues in contemporary education. Those favoring mainstreaming of the exceptional child contend that segregation is discriminatory, and that the child will benefit most, both educationally and socially, through interaction with non-exceptional peers. Others favoring retention of the special class for exceptional children, however, cite existing literature which suggests that such a child often meets with social rejection and academic failure when placed in the mainstream. The present study compares a group of mildly handicapped children in the mainstream with those in a segregated placement on the dimensions of self-concept and perception of self as a student A group (student-self). of non-exceptional children was used as a control group. The three groups were posttested after the expiration of eighteen school weeks to assess any changes in self-perceptions. Results revealed no significant difference between groups in pretesting on the dimension of self-concept or student-self. Significant improvement in student-self was observed for the segregated children between pre- and posttesting. No other changes in perceptions were evident. nor was any difference observed between perceptions of mainstreamed and segregated children. Strategies for mainstreaming and their potential ramifications are discussed.