Examining academic self-concepts and the big-fish-little-pond effect in relation to inclusive and segregated classroom environments for students with mild intellectual disabilities

Positive academic self-concepts are central to students’ psycho-educational development. The big-fish-little-pond effect is recognized as a robust process shaping students’ academic self-concepts. Much of the evidence, however, has been demonstrated with either typically developing students in regular classes and schools or students with high ability who are placed in selective classes or schools. Students with mild intellectual disabilities are readily able to report their self-concepts and are educated in a range of learning environments, including special schools, special classes, and inclusive environments. Yet, they remain an under-researched group in terms of understanding the impact of the big-fish-little-pond effect on academic self-concepts when these students are educated in various learning environments. This chapter provides a brief review of social comparison theory and the big-fish-little-pond effect. The historical and emerging research into the academic self-concepts of students with mild intellectual disabilities, and the impact of learning environments and possible moderating effects are explored. Importantly, methodological weaknesses limiting the research with students with mild intellectual disabilities are identified. We provide recommendations for future research directions and methodologies and conclude with implications for practitioners to facilitate positive academic self-concepts for students with mild intellectual disabilities.