Self‐concepts of students with learning disabilities and their normally achieving peers: a review

By Seleshi Zeleke. 2004

145 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9def3afee443897e36e7296d55ec6f255a3ac67f

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Citations in the corpus

Academic self‐concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? (2006, methodology): “An earlier comprehensive metaanalytic review by Chapman (1988) and a recent review by Zeleke (2004) showed consistent evidence that the academic self-concept of learning disabled (LD) students is more negative than that of their peers with average performance.”
Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “A review by Zeleke (2004) of 41 studies examining self-concept of children with learning difficulties compared with normally achieving children in mainstream also found strong evidence of the former having more significantly lower scores on academic self-concept, while evidence of social…”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “…with mathematical and/or reading difficulties report lower academic self-concepts than their peers (Bear, Minke, & Manning, 2002), which is quite expected due to their academic difficulties and frequent MATHEMATICAL AND READING DIFFICULTIES 491 failure experiences, as Zeleke (2004) points out.”
Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2013, background): “Moreover, studies have suggested that some children, especially those with learning difficulties, could experience social comparison and lower self-concept in inclusive classrooms (Marsh 2005; Zeleke 2004).”
The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “Results from a recent review of 41 studies examining self-concepts of pupils with SEN and their non-SEN peers, indicated poorer outcomes for pupils with SEN specifically in relation to academic self-concept (Zeleke 2004).”
Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, methodology): “For example, in Zeleke’s ( 2004 ) synthesis of the literature, non-significant differences were noted in 19 of the 29 reviewed studies.”