Self-concept of children with intellectual disability in mainstream settings

Abstract

Children with intellectual disability remained positive at an age when self-concept is likely to be negatively impacted by comparisons with higher performing peers.

Adapted Physical Activity Programme and Self‐Perception in Obese Adolescents with Intellectual Disability: Between Morphological Awareness and Positive Illusory Bias

“…; Huck et al . ). However, the participants of this study live in a closed and sheltered environment.…”

“…Huck et al . () underlined that self‐concept is affected not only by self‐perceptions, but also by perceptions of how others see us. The present authors thus hypothesized that the changes in the physical attractiveness and physical condition scores predictors were due to a shift in the relative importance of the components of self‐concept: from self‐perceptions to perceptions of how others saw them.…”

“…The ignorance of incompetence hypothesis (Owens et al 2007) could explain this positive illusory bias in physical-sport competence in adolescents with intellectual disability. Social comparison appears to be a crucial component in the evaluation of oneself (Ninot et al 1999;Huck et al 2010). However, the participants of this study live in a closed and sheltered environment.…”

“…The concept of the self-illusion of competence is close to the notion of positive illusory bias, which is defined as the disparity between the self-report of competence and the actual competence (Hoza et al 2002(Hoza et al , 2004Owens et al 2007). Young people with intellectual disability have the tendency to overestimate both their cognitive and physical capacities (Ninot et al 2000a;Huck et al 2010).…”

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

“…Por este motivo, algunos autores han comparado el efecto de pertenecer a una escuela inclusiva o segregada sobre el autoconcepto de alumnos, obteniendo resultados significativos en favor de la inclusión exitosa, aunque se hace necesario una investigación en profundidad (Huck et al, 2010 No se debe generalizar al hablar del autoconcepto de las personas con discapacidad, ya que cada alumno posee unas características propias, fruto de su condición de discapacidad que es diferente a la de los demás, y de unos factores ambientales en los que se encuentra inmerso. Es posible que éste sea el motivo por el cual no existe consenso en la literatura sobre el autoconcepto.…”