Education and psychology have not adequately scrutinized the belief that retarded individuals are inevitably the victims of negative self concepts. This article reviews the research in this area, focusing specifically on the use of self report nstruments with retarded children. Of significance to the current debate in education is the inability of such research to generate support for the segregated placement of children. In a general sense, however, the validity and standardization of most self concept scales are open to question and the findings which emanate from their use is, at best, inconclusive.
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