A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The big fish little pond effect (BFLPE) predicts that students with mild intellectual disability will have higher academic self-concepts when in a special class, whereas labeling theory predicts that placing these students in special classes will lower their self-concepts. This study addresses some of these issues by: identifying a psychometrically sound, multidimensional self-concept measurement instrument; critically examining the structure and nature of self-concepts; investigating the effects of regular and special class placement upon students’ self-concepts, social comparison processes, academic achievement, and stigmatisation; and evaluating the legitimacy of the BFLPE and labeling theory. Three studies were conducted on 211 students in years 2-6. The first study evaluated the psychometric properties of the Self Description Questionnaire I Individual Administration (SDQI-IA) and examined the structure and self-concepts of the sample, and results demonstrated that the SDQI-IA is a valid and reliable measure. The second study tested the BLFPE and labeling theory and results provided support for the BFLPE. The third study measured the self-concepts, social comparison processes and academic achievement of 39 students in different education placements, with results revealing that students moved to special classes reported higher academic achievement and more favourable social comparisons than their counterparts in regular classes / Doctor of Philosophy (PhD)

Darbe atlikta teorinė moksleivių socialinės aplinkos sampratos, ją lemiančių veiksnių, protinio atsilikimo sampratos ir sutrikusio intelekto vaikų vystymosi ypatumų analizė. Iškelta hipotezė, kad socialinė aplinka ir fizinis pajėgumas įtakoja sutrikusio intelekto mokinių motyvavimą sportuoti. Taikant anketinės apklausos, testavimo, pedagoginio eksperimento metodus buvo atliktas tyrimas, kurio tikslas – nustatyti socialinės aplinkos ir fizinio pajėgumo įtaką sutrikusio intelekto mokinių motyvavimui sportuoti. Atlikta statistinė ( dažnių, vidurkių, standartinės paklaidos, Spearman koreliacijos kooficiento, t- testo) duomenų analizė. Tyrime dalyvavo 72 Rusnės specialiosios ir 20 Klaipėdos I-os specialiosios mokyklų sutrikusio intelekto mokinių bei 145 Rusnės pagrindinės mokyklos mokiniai. Empirinėje dalyje nagrinėjamas sutrikusio intelekto ir pagrindinės mokyklos mokinių požiūris į socialinę aplinką; įvertinami sutrikusio intelekto mokinių fizinio pajėgumo rodikliai bei eksperimento programos poveikis. Svarbiausios empirinio tyrimo išvados: 1.Tyrimo duomenys, susiję su pirmojo uždavinio sprendimu, atskleidė, kad mokyklose moksleiviai dalyvauja tik kūno kultūros pamokose, nes jos yra privalomos. Nelanko sportinių būrelių 54% specialiosios ir 58% pagrindinės mokyklos mokiniai. 2. Pasitvirtino hipotezė, kad socialinė aplinka ir fizinis pajėgumas įtakoja sutrikusio intelekto mokinių motyvavimą sportuoti. Sveikų vaikų socialinė aplinka daugiau skatina mankštintis ir sportuoti, o... [toliau žr. visą tekstą] / Theoretical analysis of pupils’ conception of social environment, factors that predetermine conception of mental retardation and the analysis of peculiarities of the development of children with intellectual disabilities have been carried out in the research paper. The set up Hypothesis is that social environment and physical capacity influence the motivation to engage intellectually retarded pupils in sports activities. The research, applying questionnaire survey, testing, pedagogical experiment method to determine the impact of social environment and physical capacity on motivation to engage pupils with intellectual disabilities in sport activities, has been carried out. Statistical (frequency, average, standard error, Spearman Rank Correlation Coefficient, t-test) data analysis has been carried out. 72 pupils from Rusne, 20 pupils from Klaipeda 1st Special School for Intellectually Disabled pupils and 145 pupils from Rusne Primary School participated in the research. In the empirical part the attitude of intellectually disabled pupils and pupils from primary school towards social environment is analyzed. Rate of physical capacity and the influence of experimental program on intellectually disabled pupils are evaluated. Fundamental conclusions of the research: 1. Research data, related to solution of the first problem, showed that pupils participate in physical education lessons at school only because they are compulsory. 54% of pupils from Special School and 58%... [to full text]