Self-concepts of primary students with mild intellectual disabilities : issues of measurement and educational placement

![CDATA[The educational placement of students with mild intellectual disabilities remains controversial. Arguments for educational placement are often based upon the anticipated impact upon self-concept. Labeling theory suggests that special class placement fosters negative self-concepts, while according to Social Comparison theory, special class placement facilitates positive self-concepts. Evidence to evaluate these theories is hard to gather due to the difficulty in validly and reliably measuring their self-concepts, and the reliance upon measures of general self-concept. The current study evaluates the Self-Description Questionnaire I (SDQI) as a valid and reliable measure for these students and evaluates the impact of educational placement upon self-concept. 211 students with mild intellectual disability, placed in either regular classes or support units, were individually administered the SDQI. Confirmatory factor analysis and estimates of reliability reveal that the SDQI is a suitable measure of self-concept for these students. Students in regular classes had significantly lower self-concepts for all three academic scales (Reading, Math, School) and for one nonacademic scale (Peers) and for General Self-concept but did not differ from students in special classes for the remaining three nonacademic self-concepts (Parents, Physical Ability, Physical Appearance). Results support Social Comparison theory and the need to consider multiple dimensions of self-concept.]]