SELF-CONCEPT OF STUDENTS IN INCLUSIVE SETTINGS

Abstract

The present evaluation case study investigates the self-concept of the students from 7th grade in regular primary school. The study results indicate that, in comparison to their hearing peers, integrated students with a hearing impairment have a lower academic and social self-concept, as well as a general self-concept but a higher physical self-concept. There are differences among students with a hearing impairment in both the individual dimension and general self-concept. There are no statistically significant differences between the class with integrated students, on the one hand, and the class without them, on the other; however, there is a noticeable advantage for the students from the class with integrated learners over the other class serving as control group in all three individual dimensions as well as in general self-concept. The inclusion of students with special needs into regular primary schools is a focal point of debate in education systems across the world. It is clear today that inclusion has emerged as a key issue of government educational policy in many European countries. There is special emphasis on educational, social and moral issues related to children with special needs who are being educated in regular schools. The physical presence of children with special needs in the classroom (physical integration) does not by