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Theoretical Background

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Students with Intellectual Disabilities

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Abstract

This chapter outlines the evolution of the term ‘self’ and how it has been used and defined by different psychologists, sociologists over the course of many decades. The multidimensional structure of self-concept substantiated by many researchers is highlighted.  The self-concept framework employed in this study is identified. This is a viable and tested framework which can be operationalized for the collecting and analysing of self-concept data from the students with intellectual disabilities which is the focus of this study. An overview of specific theories to understand how the self-concept functions in the experience of students with disabilities are discussed.

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Authors and Affiliations

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

    Poulomee Datta

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  1. Poulomee Datta
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Datta, P. (2014). Theoretical Background. In: Students with Intellectual Disabilities. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-017-9_3

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