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Students with Intellectual Disabilities

Insights, Implications and Recommendations

  • Book
  • © 2014

Overview

Authors:
  1. Poulomee Datta

    1. Faculty of Education and Arts, School of Education, Australian Catholic University, Brisbane, Australia

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  • Assists in the understanding of the problems experienced by students with intellectual disabilities in home and school
  • Identifies those areas which serve as a catalyst to increase inequalities between students with and without intellectual disabilities
  • Provides an understanding for teachers for the full participation of students with intellectual disabilities in mainstream educational settings

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xii
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  2. Self-Concepts of Students with Intellectual Disabilities

    • Poulomee Datta
    Pages 1-13

  3. Literature Review

    • Poulomee Datta
    Pages 15-27

  4. Theoretical Background

    • Poulomee Datta
    Pages 29-36

  5. Methodology and Research Methods

    • Poulomee Datta
    Pages 37-51

  6. Analysis of Stage 1 Data: Tennessee Self-Concept Questionnaire

    • Poulomee Datta
    Pages 53-63

  7. Analysis of Stage 2 Interview Responses: Self-Concept

    • Poulomee Datta
    Pages 65-88

  8. Discussion

    • Poulomee Datta
    Pages 89-97

  9. Conclusion

    • Poulomee Datta
    Pages 99-103

  10. Back Matter

    Pages 105-110
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Keywords

About this book

This book investigates the self-concept of the students with intellectual disabilities who were placed in specialist and mainstream educational settings in South Australia. It gains insights into what students with intellectual disabilities felt about themselves and their achievements across the different dimensions of self-concept. It is divided into two stages of execution. In Stage 1, the Tennessee Self-Concept questionnaire was administered to students with intellectual disabilities. In Stage 2, interviews were conducted with students with intellectual disabilities, their parents and teachers. These data reflected a range of viewpoints from which to examine the research questions. These findings have implications for teachers, special educators, policy makers and a range of professionals in the education and special education sector in enabling greater understanding of the problems experienced by these students and pointing to modifications and improvements in the services for these students.

Authors and Affiliations

  • Faculty of Education and Arts, School of Education, Australian Catholic University, Brisbane, Australia

    Poulomee Datta

About the author

Dr. Poulomee Datta is working in the capacity of a Lecturer in Special Education at the Australian Catholic University. Prior to this, she worked in diverse positions as Primary and Secondary school teacher, University Lecturer and a Research Assistant. Poulomee has successfully published in several peer reviewed international journals in her field and in additional research areas of international and sex education. She was also the recipient of the ‘Graduate Scholar Award’ and appointed as the Chairperson at the Sixth International Conference on Design Principles and Practices at the University of California, Los Angeles, U.S.A. (2012).

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