The Self–Concept of Students with Learning Disabilities: A Meta–Analysis of Comparisons across Different Placements

By Batya Elbaum. 2002

117 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/9f87b618e2f832b5b7dc24aa8ed8bc103bbd374a

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Citations in the corpus

The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, methodology): “Self-esteem and self-concept have historically been variables of major interest because of the view held by proponents of inclusion that one of the benefits for pupils in more inclusive settings is more positive outcomes in these areas (Elbaum 2002).”
Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, methodology): “With regard to psychosocial outcomes, a particularly large number of studies have examined students’ self-concepts in more inclusive versus segregated educational settings (e.g., Cardona, 1997; Elbaum, 2002; Gorges et al., 2018; Sauer et al., 2007).”
Social Comparison in the Classroom: A Review (2008, result): “In this context, however, we must note that a recent meta-analysis of Elbaum (2002) that compared the self-concept of AH students in different educational placements did not reveal an overall association between self-concept and educational placement.”
Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self–Concept and Academic Goals (2005, background): “…although this author also acknowledged that “the ﬁnding of no reliable differences between groups of students with LD in different placements does not imply that there are no differences between any or all groups of students with LD and their peers without disabilities” (Elbaum, 2002, p. 224).”
Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference? (2004, background): “Self-concept has historically been a variable of major interest because of the view held by proponents of inclusion that one of the beneﬁts for students in more inclusive placements is a more positive self-concept (Elbaum, 2002).”
Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, methodology): “A meta-analysis of self-concept of students with learning disabilities derived from an analysis of 36 research reports allowing 65 different placement comparisons (Elbaum, 2002) provides more substantial evidence.”
The Social-Emotional Side of Learning Disabilities: A Science-Based Presentation of the State of the Art (2004, background): “Several research studies have examined whether full inclusion has improved the self-perception and social status of students with LD. Based on meta-analyses, selfconcepts are not influenced by class placement (Chapman, 1988; Elbaum, 2002).”