TY  - BOOK
AU  - Datta,Poulomee
ED  - SpringerLink (Online service)
TI  - Students with Intellectual Disabilities: Insights, Implications and Recommendations 
T2  - SpringerBriefs in Education,
SN  - 9789812870179
AV  - LB1050.9-1091 
U1  - 370.15 23
PY  - 2014///
CY  - Singapore
PB  - Springer Singapore, Imprint: Springer
KW  - education
KW  - Educational psychology
KW  - Developmental psychology
KW  - Education
KW  - Educational Psychology
KW  - Sociology of Education
KW  - Child and School Psychology
KW  - Social Structure, Social Inequality
N1  - 1: Self-Concepts Of Students With Intellectual Disabilities -- 2: Literature Review -- 3: Theoretical Background -- 4: Methodology And Research Methods -- 5: Analysis Of Stage 1 Data: Tennessee’s Self-Concept Questionnaire -- 6: Analysis Of Stage 2 Interview Responses: Self-Concept.- 7: Discussion -- 8: Conclusion
N2  - This book investigates the self-concept of the students with intellectual disabilities who were placed in specialist and mainstream educational settings in South Australia. It gains insights into what students with intellectual disabilities felt about themselves and their achievements across the different dimensions of self-concept. It is divided into two stages of execution. In Stage 1, the Tennessee Self-Concept questionnaire was administered to students with intellectual disabilities. In Stage 2, interviews were conducted with students with intellectual disabilities, their parents and teachers. These data reflected a range of viewpoints from which to examine the research questions. These findings have implications for teachers, special educators, policy makers and a range of professionals in the education and special education sector in enabling greater understanding of the problems experienced by these students and pointing to modifications and improvements in the services for these students
UR  - http://dx.doi.org/10.1007/978-981-287-017-9
ER  -