Begley, Amanda (1999) The academic, physical and social self-perceptions of pupils with Down syndrome. PhD thesis, University of Warwick.

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Abstract

This thesis contains the work from two inter-related studies focusing on the self-perceptions of pupils with Down Syndrome. After a brief account of my value position in relation to the research in Chapter 1, Chapter 2 discusses the literature on self-perceptions. This discussion provides the rationale for study 1. In Chapter 3 the developmental profile of children with Down Syndrome is discussed. This provides the rationale for the choice of research instruments.

In study 1 the self-perceptions of 96 pupils with Down Syndrome between the ages of 8 and 16 years were assessed in three school related domains: academic competence, physical competence and social acceptance Results from the Pictorial Scale of Perceived Competence and Acceptance (Harter & Pike, 1981/1984) and a Situations Grid suggested that pupils with Down Syndrome hold very positive self-perceptions in each school related domain, that self-perceptions become more positive with age, are more positive for female than for male pupils and remain positive regardless of school placement type (mainstream or special school).

The findings from study 1 left unanswered a number of questions concerning the self- perceptions of pupils with Down Syndrome. Furthermore, examination of individual scores revealed considerable differences in the self-perceptions of individual pupils. Therefore, the aim of study 2 was to investigate factors associated with high and low self-perceptions. Study 2 also allowed pupils, teachers and parents more freedom to participate in the research. Fourteen qualitative case studies were completed. The interview and observation data arising from study 2 revealed the heterogeneity in factors associated with the self-perceptions of pupils with Down Syndrome.

In the closing chapters: possible explanations for the study findings and suggestions for further research are raised, the utility of quantitative and qualitative approaches for studying pupils with Down Syndrome is discussed, and the implications of the findings for existing theories are covered.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	L Education > LC Special aspects of education R Medicine > RJ Pediatrics
Library of Congress Subject Headings (LCSH):	Down syndrome, Children with mental disabilities -- Education, Children with mental disabilities -- Psychology, Learning disabled children -- Education, Learning disabled children -- Psychology, Self-perception in children
Official Date:	January 1999
Dates:	Date Event January 1999 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Lewis, Ann, 1950-
Sponsors:	Down's Syndrome Association (Great Britain)
Format of File:	pdf
Extent:	306 leaves : illustrations
Language:	eng

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