| Abstract: | Different countries have approached the education of students with a disability in different ways. Some have advocated for maximum integration, while others have maintained separate schools for those with special needs. The impact of the different educational settings on the self-concept of young people with a physical disability so far has received very little empirical attention. This study compared four groups of students with a physical disability who differed in their level of school integration: (a) US integrated students ( n = 53), (b) Czech integrated students ( n = 14), (c) Czech students educated at special schools on a daily basis ( n = 51), and (d) Czech students attending special schools on a residential basis ( n = 66). In addition, these young people with a disability were compared to a normative sample of Czech students without a disability. The comparisons were made on self-reported self-perceptions, aggression/emotional instability, view of the world, and dependency using the Personality Assessment Questionnaire (Rohner, 1991). Significant between group differences favouring integration were found. More integrated students reported lower levels of aggression, more positive views of themselves, and more positive views of the world. Discussion addressed implications for educational policies for children with special needs. |
