Students with disabilities who are segregated from general education typically experience decreased self-esteem. This outcome stems from a lack of social interaction with peers without disabilities, which can lead to feelings of isolation and being different. The absence of engagement with a diverse group in a general education setting can hinder the development of social skills and contribute to negative self-perceptions.
In an inclusive environment, students often have opportunities to build friendships, collaborate with peers, and receive support in a context that promotes a sense of belonging and achievement. This inclusive approach can enhance their overall self-esteem, fostering a more positive self-image compared to those who are educated in a segregated setting.
The other choices may suggest outcomes that do not align with research findings. For instance, segregated placements have not been shown to consistently lead to improved academic performance or higher graduation rates. Moreover, increased social skills are less likely to develop in a segregated environment due to limited interactions with various peers. Thus, the choice of decreased self-esteem accurately reflects the negative impacts of segregation on students with disabilities.