The I of students with ID or SEBD: A systematic literature review of the self-concept of students with ID or SEBD

Abstract

With the trend towards inclusive education, today there are many different school settings in which students with an intellectual disability (ID) or social, emotional and behavioural difficulties (SEBD) are educated. According to the Social Comparison Theory of Festinger, educational contexts influence the self-concept development of these students. This systematic review aims to provide an overview of literature over the last 20 years focusing on the self-concept of students with ID or SEBD in different school settings, in relation to typically developing peers and the relationship between self-concept and various variables. The results of the 15 articles identified for this review mainly indicate neutral self-concept scores. Studies focus primarily on students with ID and on the social and academic dimensions of self-concept. Students in special education tend to score slightly more positive than students in other school settings and students with ID or SEBD report a more negative self-concept than typically developing peers. Most variables included in the studies show no correlation with self-concept. Findings also revealed difficulties in the feasibility of comparison between studies due to statistical shortcomings and lack of clarification in the identified articles. Future directions for self-concept research are discussed comprehensively.