High school students with learning disabilities' perceptions of their social competence in self-contained v. inclusive settings

The goal of the present study was to examine the differences in self-perception of social competence in high school students with learning disabilities in self-contained and inclusive settings. Using Harter's self-competence scale for adolescents (SPPA) (Harter, 1980), students in both settings answered questions as to their perceptions of their own social competence. Results suggest that students in a self-contained setting have higher perceptions of social competence than those in an inclusive environment. The study further explored the relationship between students with learning disabilities self-reported responses and their teachers' (special education) responses. This shows that teachers of students with learning disabilities report the behaviors of their students with special needs accurately. The study surveyed 64 students with learning disabilities in grades nine through twelve at two high schools from a Midwestern county. Additional descriptive information is offered.