The purpose of this study was to examine the self-concept of adolescents with intellectual disabilities (ID). The sample included 51 adolescents with ID, their parents (n = 50), and teachers (n = 12). A mixed methods approach was utilized, with qualitative data used to enrich quantitative results. Individual interviews were conducted with each adolescent and particular emphasis was placed on the perceptions and subjective experiences of the adolescent participants. The relationship among adolescent perception of support, adolescent self-determination, parent perception of child impact, and student-teacher relationship was explored along with the contribution of each of these variables to adolescent global self-worth. Group differences between students in self-contained classrooms and students in resource rooms were also examined. Findings and Conclusions: Significant correlations were found among this constellation of variables. Of primary interest were the favorable associations of global self-worth, psychological empowerment, and classmate support with parent perception of child positive impact and adolescent perception of parent support. Hierarchical linear regression revealed that adolescent perception of parent support and self-determination were significant predictors of global self-worth. These findings expand the literature by emphasizing the role of family support on positive child outcomes for adolescents with ID. When examining the impact of classroom placement, adolescents in self-contained classrooms perceived their classmates as more supportive; whereas, adolescents in resource rooms reported higher self-determination. The mixed methods approach resulted in a depth of understanding regarding the multiple influences on the self-concept of adolescents with ID.Department of Human Development and Family Scienc
