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Self-Concepts of Students with Intellectual Disabilities

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Students with Intellectual Disabilities

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

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Abstract

Positive self-concept is a variable which influences considerably on the well-being and total development of students in general. Thus, this aspect is of particular importance in the special education context as well. This chapter outlines the rationale and purpose of investigating self-concept in students with intellectual disabilities. It also traces the development of students with disabilities in the history of special education in Australia. An overview of the South Australian context is also provided. The aims and research questions designed for this study in relation to students with intellectual disabilities are provided. The limitations and delimitations of this study along with the definition of some key terms are further discussed.

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  1. Faculty of Education and Arts, School of Education, Australian Catholic University, Banyo Brisbane, QLD, Australia

    Poulomee Datta

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Datta, P. (2014). Self-Concepts of Students with Intellectual Disabilities. In: Students with Intellectual Disabilities. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-017-9_1

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