Abstract
This study explored the self-perceptions and social comparisons of two groups of students, aged 11-16, with moderate learning difficulties (MLD). One group attended MLD secondary schools (n = 111) whilst the other group attended mainstream secondary schools in which they received special educational support (n = 69). A control group of mainstream secondary school students without MLD was also assessed (n = 334). The students' self-perceptions on ten domains were measured, both academic and non-academic. The findings suggest that school placement has a significant effect on the self-concept of MLD students. Most interestingly, MLD students attending mainstream schools were found to have significantly lower self-perceptions of their General Intellectual Ability and Maths Competence compared to students attending MLD schools and students without MLD. The findings regarding social comparisons suggest that students attending MLD schools who make social comparisons with their MLD peers generally have higher self-perceptions than those who make comparisons with students in other schools. Conversely MLD students attending mainstream schools appear to have lower self-perceptions if they make social comparisons with other MLD peers. The implications of the findings are discussed in terms of policies for the inclusive education of children with moderate learning difficulties.
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