The purpose of this paper is to investigate a learning disabled student's perception of self as learner. The first area that examined was what did the prevailing studies have to say about the learning disabled child's self concept. In the studies I focused on three specific area's: academic self concept, persistence on task and attribution academic outcomes. I then observed and interviewed one second grade boy in a independent school. While the student I interviewed expressed high academic self concept, he was unwilling to admit to any difficulties with academic tasks. Knowledge of a . possible link between academic self concept of learning disabled students and academic outcomes has serious implications for teachers. Since the finding of my interviews contradict the findings of the studies (Chapman. 1988) I feel a more in-depth study of learning disabled students' denial of difficulties is needed.
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