Self-concept of students in inclusive settingsSchmidt, Majda (Avtor) Čagran, Branka (Avtor) educationprimary educationintegrationinclusionchildren with special needsself-conceptawarenessevaluationidentityThe present evaluation case study investigates the self-concept of the students from 7th grade in regular primary school. The study results indicate that, in comparison to their hearing peers, integrated students with a hearingimpairment have a lower academic and social self-concept, as well as a general self-concept but a higher physical self-concept. There are differences among students with a hearing impairment in both the individual dimension and general self-concept. There are no statistically significant differences between the class with integrated students, on the one hand, and the class without them, on the other; however, there is a noticeable advantage for the students from the class with integrated learners over the other class serving as control group in all three individual dimensions as well as in general self-concept.20082012-06-07 12:10:15Neznano35717UDK: 37.06:37.015.3:376COBISS_ID: 15949832ISSN pri članku: 0827-3383NUK URN: URN:SI:UM:DK:XP7TKPP4sl