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Does the Type of Educational Setting (Mainstream or Specialist Schools) and Degree of Impairment (Low Vision or Blindness) Have Any Influence on Self-Concept?

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Title: Does the Type of Educational Setting (Mainstream or Specialist Schools) and Degree of Impairment (Low Vision or Blindness) Have Any Influence on Self-Concept?
Language: English
Authors: Poulomee Datta (ORCID 0000-0002-9751-5056), Iliana Skrebneva
Source: International Journal of Inclusive Education. 2024 28(7):959-976.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Adolescents, Adults, Students with Disabilities, Blindness, Partial Vision, Visual Acuity, Mainstreaming, Special Schools, Self Concept
Geographic Terms: Australia
DOI: 10.1080/13603116.2021.1968520
ISSN: 1360-3116
1464-5173
Abstract: This study investigated the self-concept of students with vision impairments who were placed in mainstream and specialist schools in South Australia. Self-Concept was studied across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The 'Tennessee Self-Concept Scale: Second Edition' was administered to 25 students with vision impairments (including low vision and blind students) who attended mainstream or specialist schools. Although most of the students with vision impairments obtained low scores on all dimensions of self-concept, namely physical, moral, personal, family, social and academic, there were some students who attended specialist schools and are blind that obtained normal scores in family, social and academic self-concepts. There were no significant differences between students with vision impairments that attended mainstream or specialist schools and between students with low vision and those who are blind across the six dimensions of self-concept and thus total self-concept. These findings have implications for mainstream teachers, special educators, support staff and a range of professionals in the education and special education sector in enabling a greater understanding of the self-concept achievement of the students with vision impairments that attended mainstream or specialist schools.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433018
Database: ERIC
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  Data: Does the Type of Educational Setting (Mainstream or Specialist Schools) and Degree of Impairment (Low Vision or Blindness) Have Any Influence on Self-Concept?
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  Data: <searchLink fieldCode="AR" term="%22Poulomee+Datta%22">Poulomee Datta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9751-5056">0000-0002-9751-5056</externalLink>)<br /><searchLink fieldCode="AR" term="%22Iliana+Skrebneva%22">Iliana Skrebneva</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2024 28(7):959-976.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Partial+Vision%22">Partial Vision</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Acuity%22">Visual Acuity</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/13603116.2021.1968520
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  Data: This study investigated the self-concept of students with vision impairments who were placed in mainstream and specialist schools in South Australia. Self-Concept was studied across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The 'Tennessee Self-Concept Scale: Second Edition' was administered to 25 students with vision impairments (including low vision and blind students) who attended mainstream or specialist schools. Although most of the students with vision impairments obtained low scores on all dimensions of self-concept, namely physical, moral, personal, family, social and academic, there were some students who attended specialist schools and are blind that obtained normal scores in family, social and academic self-concepts. There were no significant differences between students with vision impairments that attended mainstream or specialist schools and between students with low vision and those who are blind across the six dimensions of self-concept and thus total self-concept. These findings have implications for mainstream teachers, special educators, support staff and a range of professionals in the education and special education sector in enabling a greater understanding of the self-concept achievement of the students with vision impairments that attended mainstream or specialist schools.
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      – Type: doi
        Value: 10.1080/13603116.2021.1968520
    Languages:
      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 959
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Partial Vision
        Type: general
      – SubjectFull: Visual Acuity
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Does the Type of Educational Setting (Mainstream or Specialist Schools) and Degree of Impairment (Low Vision or Blindness) Have Any Influence on Self-Concept?
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            NameFull: Poulomee Datta
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            NameFull: Iliana Skrebneva
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              Type: published
              Y: 2024
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              Value: 1360-3116
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              Value: 28
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            – TitleFull: International Journal of Inclusive Education
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