Self-Concept and Its Relationship with Some Variables Relating to Young People with Intellectual Disability in Inclusion Mainstream Schools – Research Proposal Example

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The paper “ Self-Concept and Its Relationship with Some Variables Relating to Young People with Intellectual Disability in Inclusion Mainstream Schools ” is an exciting example of a research proposal on education. Bandura (1993) indicates that the inclusion of students with intellectual disabilities in regular mainstream schools is an issue that has generated debate in the education systems across the world. Inclusion has emerged as the main issue of government policies in Australia. There has been a special focus on social, education, and moral issues of students with intellectual disabilities.

Inclusion of intellectually disabled students in the mainstream schools can have an impact, either positive or negative on the student development, social interaction as well as academic performance. Studies have established that this kind of integration greatly affects the student self-concept, eventually influencing their performance, either at an academic or social level. There are few studies that have examined the factors that influence self-concept in young people and none have studied self-concept in young people attending inclusion mainstream schools. Bandura (1993) indicates that self-concept greatly influences how an individual will cope with life stresses and concludes that there is a link between academic achievement and self-concept.

One of the key barriers to the examination of the self-concept among young people and more so persons with an intellectual disability is the lack of tools that are designed for use by this segment of the population. Two methods have been adopted in measuring self-concept in this group, using scales that are designed for the general population and modification of the existing scales. The first strategy must be interrogated unless it is clearly shown that the same issues in the general population are relevant to both populations.

The second strategy has some problems too. It has been suggested that even with the modification, the cognitive demands of the piece of the task at hand far exceeded the abstraction and blanket generalization of abilities of persons with intellectual disability. Semi-structured interviews have been used as alternatives to standardized measures (Katz and Mirenda 2002). 1.2 Significance of the studyUnderstanding how the student with intellectual disability in the inclusion of mainstream schools feels about themselves is an important aspect as it helps in helping them have a quality life in school as well as at home.

The study examines the relationship between self-concepts and various factors that influence it in young people with intellectual disabilities in inclusion in mainstream schools. The information gathered as well as the knowledge acquired will be important in influencing policy change as well as programs which are aimed at improving the quality of life for the young people with intellectual disability. The study hypothesizes that young people with intellectual disabilities in inclusion mainstream school will progress in a relatively similar manner as the other students although they will have slower cognitive development. 1.3 Research ObjectiveThe study aims at establishing the relationship between self-concept and a host of variables to young people with intellectual disabilities in inclusion mainstream schools. 1.4 Research Questions(i)What are the factors that influence self-concept in students with intellectual disabilities in inclusion in mainstream schools? (ii) Does the social environment in the inclusion of mainstream school affect the self-concept of the student with intellectual disability?    


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