Based largely on social comparison theory, it was hypothesized that self-perceptions of scholastic competence, behavioral conduct, and global selfworth are (a) lower among children with learning disabilities (LD) in integrated classes than among nonhandicapped (NH) children in the same classes, and (b) higher among NH children in integrated classes than among NH children in nonintegrated classes. Scores of 341 third graders (52 LD Integrated, 164 NH Integrated, and 125 NH Nonintegrated) on the Self-Perception Profile for Children (Harter, 1985) provided general support for the first hypothesis, but limited support for the second hypothesis. Sex differences were found, as were Placement Group x Sex interactions. Results also indicated that measures of selfperceptions of scholastic competence, behavioral conduct, and global self-worth provided redundant information in the discrimination between LD Integrated and NH Integrated groups. Findings suggest that integration is unlikely to have a positive effect on the self-perceptions of children with learning disabilities, but may well enhance the self-perceptions of NH children, particularly NH boys.

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The effectiveness of supplementary home tutoring of special education students in reading was evaluated, using a program requiring minimal professional involvement. Forty-one parents of full-time special education students were randomly assigned before the study either to receive the home tutoring program or to receive it on a delayed basis following the study's completion. After a two-week instructional period, children whose parents had received the materials scored significantly higher (p < .001) on a word recognition test than those whose parents had not yet received them. A second study suggested that parents could and would make their own materials, hence potentially reducing the need for professional involvement in the process.

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