DIFFERENCES IN SELF-CONCEPT AMONG STUDENT WITH AND WITHOUT LEARNING DISABILITIES IN AL KARAK DISTRICT IN JORDAN.

This study examined differences in self-concept among Jordanian students with and without learning disabilities. The sample of this study consisted of (124), (50) students with learning disabilities and (74) of their peers without learning disabilities. To achieve the objective of this study, the Jordanian adaptation of the Piers-Harris Children's Self-Concept Scale (PHCSCS) was used. Differences were found between the groups on the intellectual and school status and behavior subscales, students without learning disability scoring higher on both scales. There was also a significant difference between boys and girls. The directions for future research are provided. The inclusion of students with learning disabilities into inclusive schools is currently one of the foremost international education policy issues and has generated much debate. However, there has been very little systematic research conducted on the many facts of inclusion. School experiences are acknowledged to play a fundamental role in the development of self-perceptions, which can in turn affect the learner’s self-esteem in the long term (Shaffer, 2006). The experiences of students with learning disabilities in mainstream and remedial schools can be multifaceted and complex and yet, a