Abstract
The self-concepts of mildly intellectually handicapped (MIH) children (N=30) in special school, MIH children in a regular school not receiving special education assistance (N=30), and controls (N=30) in regular school were compared using the Self Description Questionnaire (SDQ) (Marsh, Smith, & Barnes, 1985). Multivariate analysis of variance revealed a significant relationship between the educational placement of children and their self-concepts. MIH children in special school scored significantly higher than MIH children in regular school and controls on physical appearance self-concept, peer relationship self-concept, mathematics self-concept, general school self-concept, and general self-concept. Additionally, MIH children in special school scored significantly higher on both academic and non-academic self-concepts when compared with both other groups.
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