Studies of learning disabled (LD) children’s self-concepts were reviewed. The findings show that LD students have lower self-concepts than nonhandicapped students. Greater decrements occur for academic self-concept than general self-concept. Significant variations in results were found as a function of the group LD students were compared with, and the instruments used. Studies using the Piers-Harris scale indicated that although LD students obtained lower general and academic self-concept scores than their nonhandicapped peers, these scores were generally within the normal range reported in the manual. On the other hand, scores from the Student’s Perception of Ability Scale indicated that LD students had substantially lower academic self-concepts than either their nonhandicapped peers and those students in the normative sample. Age was not systematically associated with self-concept differences. For most LD children, decrements in self-concept occur by grade 3 and remain fairly stable through high school. Placement environment was not systematically associated with differences in self-concept. Mainstreamed settings did not lead to higher self-concepts than segregated settings. But unplaced “LD” students clearly had lower self-concepts than LD students who were receiving remedial assistance. The results were discussed in terms of factors associated with self concept development in LD students, and the negative effects on achievement outcomes.
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