The purpose of this study was to investigate the school performance and self-concept of students with learning difficulties. Seventy-eight 4th grade students from public schools in the Federal District participated in the study. Forty-six attended a Psychopedagogical Service and 32 were enrolled in learning acceleration classes. The school performance was assessed through teachers´ evaluation and the self-concept was measured by Children Self-Perception Profile. The results indicated that there were not significant differences between students from psychopedagogical service and from acceleration classes regarding school performance and self-concept. It was noticed that both groups of students improved their school performance from first through second academic semester. It was observed differences between males and females with respect to the self-concept measures.
Learning difficulty; Self-concept; Psychopedagogical service
