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Remedial and Special Education
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Analysis of the Self-Concepts of Handicapped Students

Carroll J. Jones

Carroll J. Jones is Chairperson and educational diagnostician for Special School District of St. Louis County, Missouri, and is currently assigned to the Regional Deaf Blind Program and to the special schools for behavior disordered adolescents. She received a PhD in special education administration in 1983 fmm Kansas State University. Current works in progress include the unconscious self-concept of handicapped children and diagnosis of deaf blind/severely multiply handicapped children.

The phenomenal and nonphenomenal self-concepts of 120 handicapped students (emotionally disturbed, educable mentally retarded, learning disabled, speech/language impaired) were compared to those of 30 nonhandicapped students. The Piers-Harris Children's Self-Concept Scale, a self-reporting instrument, was used to assess phenomenal (conscious) attitudes toward the self. The Human Figure Drawing Test, a projective measure, was administered to assess nonphenomenal (unconscious) attitudes regarding the self. The results indicated that handicapped students had significantly more negative phenomenal and nonphenomenal self-concepts; higher anxiety levels; more negative perceptions of their intellectual abilities, school status, and popularity; and more emotional feelings of insecurity, inadequacy, guilt, impulsivity, and immaturity than nonhandicapped students.

Remedial and Special Education, Vol. 6, No. 5, 32-36 (1985)
DOI: 10.1177/074193258500600507
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