The impact of special placement on the socio-emotional factors and academic achievement among male students in special education placements

Many children with learning disabilities experience low social status, low self-concept, and have significant difficulties in their behavioral conduct. These deficits could either be primary or secondary to their problems. Unfortunately, it is difficult to know just how many of these significant problems are a function of the class placement, or are due to other extraneous factors. Utilizing hypotheses adduced from social comparison theory and group reference theory, this study was designed to evaluate the impact of special placement upon the socio-emotional factors of academically handicapped students. The subjects were 36 high school male students, ranging in age from 16 to 18 years of age, who have been referred to the Committee on Special Education (CSE). The CSE is a school based multi-disciplinary team that coordinates evaluations and recommends placements (i.e., self-contained, resource room) and services for children with handicapping conditions. During the first 3 weeks of their initial placement, each student (along with his current teacher) was asked to complete a questionnaire, the Behavior Assessment for Children (BASC). The student and his current teacher were then given a second administration of the questionnaire after the student had been in his placement for 6 months. All students in the special placement were compared to a mainstream comparison group on the (BASC). Data analysis, utilizing a 3 x 2 repeated measures MANOVA, indicated that a significant interaction effect (placement x time) was apparent for the 3 placement groups on their academic grades, as well as the Clinical Maladjustment and Externalizing Problems scale of the (BASC). These results indicated that the special placement (i.e., resource room and self-contained) seem to significantly effect the student emotionally, as well as academically