Two studies compared students with a mild learning disability who were enrolled in the Israeli version of self-contained classes, with comparable peers who were assigned to mainstreamed classes. The first sample comprised 33 pupils in self-contained and 34 children in mainstreamed elementary school classes. The second sample consisted of 20 high school students in self-contained and 21 students in regular classes. The data did not support the contention that student growth was fostered more readily in the self-contained classes. Students of these classes tended to have somewhat higher academic self-concept, whereas their academic attainment was generally similar to the academic performance of mainstreamed students. Results were discussed in terms of learning opportunities extended to students in the self-contained classroom.
|Number of pages
|International Journal of Disability, Development and Education
|Published - 1 Jan 1994
ASJC Scopus subject areas
- Health(social science)
- Health Professions (miscellaneous)
- Developmental and Educational Psychology