Part-time Special Education Predicts Students’ Reading Self-concept Development

Abstract

The academic self-concept changes from childhood to early adulthood in relation to experiences of capability in different school tasks and comparison with peers. Students in special education have a lower academic self-concept than their peers do, but it is unclear how part-time special education affects self-concept development. In Finnish schools, part-time special education is learning support that is usually provided for 1–2 h/week in small groups. The main aim of this study was exploring the effects of participation in part-time special education and gender on the level and change in three academic self-concept domains (General School, Mathematics and Reading) between the ages of 11 and 13 years (N = 669). Use of the multilevel growth curve model revealed negative linear development in all three self-concept domains from Grades 5 to 7, but participation in part-time special education had a statistically significant positive effect on the development of the Reading self-concept