The effect of self-concept of regular education 7th graders who mentor junior high school aged peers with severe cognitive disabilities
File(s)
Date
1999Author
Erickson, Eric J.
Publisher
University of Wisconsin--Stout
Advisor(s)
Biggerstaff, Ed
Metadata
Show full item recordAbstract
The purpose of this study was to evaluate if self-esteem in 7th grade regular education students changed over a seventeen week period of time, one hour per week, when they were exposed to interacting with students with severe cognitive disabilities. During the seventeen weeks, these 7th grade students were exposed to information about disabilities, assisted students with individual projects and interacted in small group supervised settings. Group discussions and activities were involved to help the students facilitate an understanding of disabilities and to form lasting friendships with students with severe cognitive disabilities. Data was gathered through implementation of the Piers-Harris Self-Concept Scale for pre- and post-tests and an exit interview in which questions summarized the impact of this experience on these students. The information found in this study has limited generalizability to other schools and programs. The data was used to evaluate whether disability awareness training does influence self-esteem in 7th grade students. It also assisted in providing information necessary to determine if this training is appropriate to enhance the self-esteem of future students.
Permanent Link
http://digital.library.wisc.edu/1793/39211Description
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