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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.
Children with disabilities --- Developmental psychology --- Education. --- Educational psychology. --- Developmental psychology. --- Educational Psychology. --- Sociology of Education. --- Child and School Psychology. --- Social Structure, Social Inequality. --- Development (Psychology) --- Developmental psychobiology --- Psychology --- Life cycle, Human --- Education --- Psychology, Educational --- Child psychology --- Education—Psychology. --- Educational sociology. --- Child psychology. --- School psychology. --- Social structure. --- Social inequality. --- Egalitarianism --- Inequality --- Social equality --- Social inequality --- Political science --- Sociology --- Democracy --- Liberty --- Organization, Social --- Social organization --- Anthropology --- Social institutions --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Aims and objectives --- South Australia. --- An Astráil Theas --- Aostralia ar Su --- Astráil Theas --- Astràilia-a-Deas --- Austr.-Mér. --- Austrail Yiass --- Australia Australis --- Australia de Sud --- Australia do Sud --- Australia Kusini --- Austràlia Meridional --- Austràlia Meridionala --- Australia Meridionale --- Australia Meridiunala --- Australia Południowa --- Australia Selatan --- Australia ya Kusini --- Australie-Méridionale --- Awıstralya Veroci --- Cänubi Avstraliya --- De Awstralia --- Dél-Ausztrália --- Dél-Ausztrália Szövetségi Állam --- Dienvidaustrālija --- Etelä-Australia --- Güney Avustralya --- Hego Australia --- I͡Uzhna Avstralii͡ --- I͡Uzhnai͡a Avstralii͡ --- Jižní Austrálie --- Južná Austrália --- Južna Australija --- Južna Avstralija --- Khussar Avstrali --- Koonfur Australia --- Lâm Australia --- Lõuna-Austraalia --- Mauling Australia --- Minami Os̄utoraria --- Minami Os̄utoraria-sh --- Minami Os̄utorariash --- Nam Úc --- Nan Ao --- Nan Ao zhou --- Nan Aodaliya --- Nan Aodaliya zhou --- Notia Aystralia --- Ȯmnȯd Avstrali --- Osṭralyah ha-Deromit --- Paŭdni͡ovai͡a Aŭstralii͡ --- Pietų Australija --- Pivdenna Avstralii͡ --- Shtat Paŭdni͡ovai͡a Aŭstralii͡ --- Sooth Australie --- Sør-Australia --- Soth Ostrali --- South Australia --- Sowth Ostrielya --- State of South Australia --- Suda Aŭstralio --- Südaustralien --- Suður-Ástralía --- Suid-Australi --- Sūþaustralia --- Timog Australya --- Yn Austrail Yiass --- Zuid-Australi --- Zuud-Australi --- An AstraÌil Theas --- AstraÌil Theas --- AstraÌilia-a-Deas --- Austr.-MeÌr. --- AustraÌlia Meridional --- AustraÌlia Meridionala --- Australia PoÅudniowa --- Australia --- Australie-MeÌridionale --- Awıstralya Veroci --- CaÌnubi Avstraliya --- DeÌl-AusztraÌlia --- DeÌl-AusztraÌlia SzoÌvetseÌgi AÌllam --- DienvidaustraÌlija --- EtelaÌ-Australia --- GuÌney Avustralya --- Iï¸ U︡zhna Avstraliiï¸ a︡ --- Iï¸ U︡zhnaiï¸ a︡ Avstraliiï¸ a︡ --- JizÌniÌ AustraÌlie --- JuzÌnaÌ AustraÌlia --- JuzÌna Australija --- JuzÌna Avstralija --- LaÌm Australia --- LoÌuna-Austraalia --- Minami OsÌutoraria --- Minami OsÌutoraria-shuÌ --- Minami OsÌutorariashuÌ --- Nam UÌc --- OÌmnoÌd Avstrali --- OstÌ£ralyah ha-Deromit --- PauÌdniï¸ o︡vaiï¸ a︡ AuÌstraliiï¸ a︡ --- Pietų Australija --- Pivdenna Avstraliiï¸ a︡ --- Shtat PauÌdniï¸ o︡vaiï¸ a︡ AuÌstraliiï¸ a︡ --- Sør-Australia --- Suda AuÌstralio --- SuÌdaustralien --- Suður-AÌstraliÌa --- Suid-AustralieÌ --- SuÌþaustralia --- Zuid-AustralieÌ --- Zuud-AustralieÌ --- I︠U︡zhna Avstralii︠a︡ --- I︠U︡zhnai︠a︡ Avstralii︠a︡ --- Minami Os̄utoraria-shū --- Minami Os̄utorariashū --- Paŭdni︠o︡vai︠a︡ Aŭstralii︠a︡ --- Pivdenna Avstralii︠a︡ --- Shtat Paŭdni︠o︡vai︠a︡ Aŭstralii︠a︡ --- Suid-Australië --- Zuid-Australië --- Zuud-Australië --- An Astr�ail Theas --- Astr�ail Theas --- Astr�ailia-a-Deas --- Austr.-M�er. --- Austr�alia Meridional --- Austr�alia Meridionala --- Australia Po�udniowa --- Australie-M�eridionale --- Aw�stralya Veroci --- C�anubi Avstraliya --- D�el-Ausztr�alia --- D�el-Ausztr�alia Sz�ovets�egi �Allam --- Dienvidaustr�alija --- Etel�a-Australia --- G�uney Avustralya --- �I�Uzhna Avstrali�i�a --- �I�Uzhna�i�a Avstrali�i�a --- Ji�zn�i Austr�alie --- Ju�zn�a Austr�alia --- Ju�zna Australija --- Ju�zna Avstralija --- L�am Australia --- L�ouna-Austraalia --- Minami O�sutoraria --- Minami O�sutoraria-sh�u --- Minami O�sutorariash�u --- Nam �Uc --- �Omn�od Avstrali --- Os�tralyah ha-Deromit --- Pa�udn�i�ova�i�a A�ustrali�i�a --- Piet�u Australija --- Pivdenna Avstrali�i�a --- Shtat Pa�udn�i�ova�i�a A�ustrali�i�a --- S�r-Australia --- Suda A�ustralio --- S�udaustralien --- Su�ur-�Astral�ia --- Suid-Australi�e --- S�u�australia --- Zuid-Australi�e --- Zuud-Australi�e --- I͡Uzhna Avstralii͡a --- I͡Uzhnai͡a Avstralii͡a --- Paŭdni͡ovai͡a Aŭstralii͡a --- Pivdenna Avstralii͡a --- Shtat Paŭdni͡ovai͡a Aŭstralii͡a --- Equality.
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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.
Developmental psychology --- Sociology of education --- Educational psychology --- Teaching --- pedagogische psychologie --- schoolpsychologie --- onderwijs --- kinderpsychologie --- ontwikkelingspsychologie --- onderwijssociologie
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