Children who are Physically Separated in the Classroom

Abstract

The purpose of this study was to investigate differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. Additionally, data were gathered to determine whether there exists a preponderance of children of one sex, racial group, age, intelligence level, or achievement level, who are more frequently separated from other children. Teacher ratings of these children's overt behavior were also examined. No significant differences were found concerning self-concept, attitude toward school, achievement level, and age. Significant differences were found for sex, racial minority status, social position, intelligence level, and overt behavior. The results supported the assumption that the social positions of physically separated children are different from those of the non-physically separated children. The study was interpreted as having implications for teachers, counselors, and school administrators who may overlook the effect of physically separating problem children within the classroom.