Abstract:
It is hypothesized that academic self-concept of Lebanese students with learning disabilities (LD) is lower than academic self-concept of non-learning disabled (NLD) students, and that there is a positive correlation between academic self-concept and academic motivation. Moreover, academic self-concept of Lebanese students with LD who are in inclusive settings is lower than academic self-concept of students with LD who are in pulled-out from the regular classroom and places into the resource room. To test these hypotheses, a group of learning disabled (N=56) and non-learning disabled students (N=56) (Total N =112) completed self-concept and motivation questionnaires. Results showed significant difference between the academic self-concept of Lebanese LD students and NLD students, and a significant positive correlation between academic self-concept and academic motivation of students with LD. As for the difference between the academic self-concept between LD students in the inclusive vs. pull-out settings, results failed to support the hypothesis. The implications of the study are discussed in the light of the existing educational and psychological theories, and recommendations are made to special educators and regular classroom teachers to help improve LD student’s self-concept.
