Self-concept of children with intellectual disability in mainstream settings

Abstract

Background: Positive self-concept is an important educational outcome for individuals with disability.

Method: Perceived competence and acceptance of 17 children with intellectual disability, included in mainstream classes, were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and compared with (a) independently rated academic work samples and measures of social status, and (b) measures of perceived competence and acceptance reported for other populations of individuals with and without disability.

Results: Perceived competence and acceptance were positive and comparable to previously reported results for individuals with disability and young children without disability. The children's perceived cognitive competence was not consistent with ratings of their work samples but their perceived peer acceptance was more consistent with peer ratings of social status.

Conclusion: Children with intellectual disability remained positive at an age when self-concept is likely to be negatively impacted by comparisons with higher performing peers.