Acceptance of Learning Disabled Students in the Mainstream Environment

Prillaman, Douglas

doi:10.1177/002221948101400615

Cited by 27 publications

(12 citation statements)

References 12 publications

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“…However, two recent studies, one utilizing a nomination technique and one utilizing a rating scale, revealed no significant differences in the social status of LD children and their regular class peers (Prillaman, 1981;Sainato, Zigmond, & Strain, 1983). These results challenge previous conclusions regarding the social acceptance of LD children and emphasize the need for further research.…”

Section: Sociometric Assessmentcontrasting

confidence: 59%

“…Many of the problems that occur with regular class placements have been related to social competence issues and to our lack of knowledge about ways to enhance social competence (Asher & Taylor, 1981 1974;Sheare, 1974), emotionally disturbed (Co wen et al, 1973;Weintraub, Prinz, & Neale, 1978), and physically handicapped (Elser, 1959;Force, 1956). Investigations have also been extended to include learning disabled children (Bryan, 1974;Bruininks, 1978a;Prillaman, 1981;Sheare, 1978;Siperstein, Bopp, & Bak, 1978). However, these latter studies have been concerned with describing the social status of learning disabled students who receive either resource room services, tutorial services, or some other type of part-time supportive services.…”

mentioning

confidence: 99%

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The Social Integration of Learning Disabled Students from Self-Contained to Mainstream Elementary School Settings

Coben¹,

Zigmond²

1986

J Learn Disabil

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This study had two purposes: (1) to investigate the social status of learning disabled students and (2) to compare the outcome differences of a rating scale sociometric with those of a peer nomination measure. The LD population consisted of students who were based in self-contained special education classes (LDSC) and joined regular classes up to 18 periods per week. Previous literature has concentrated on LD students based in regular classes who received special services in resource rooms. Since the enactment ofP.L. 94-142, more and more students from self-contained classes have experienced partial integration into regular classes. The social status of this group, however, has been virtually ignored. Findings suggested both lower acceptance and lower rejection scores for the LD students than for regular class students on a nomination measure. The rating scale data revealed lower acceptance scores but no differences in rejection or toleration scores. The acquaintance category of the rating scale suggested that LDSC students are simply not known to their regular class peers.

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Section: Sociometric Assessmentcontrasting

confidence: 59%

mentioning

confidence: 99%

The Social Integration of Learning Disabled Students from Self-Contained to Mainstream Elementary School Settings

Coben¹,

Zigmond²

1986

J Learn Disabil

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“…Numerous studies have reported peer difficulties for students with LD (see Pearl et al, 1986, andWiener, 1987, for reviews), including lower peer acceptance than other students (e.g., Bursuck, 1989;Gresham & Reschly, 1986;La Greca & Stone, 1990). A few exceptions exist, particularly when achievement is controlled (e.g., Bursuck, 1983;Prilliman, 1981;Vaughn, Haager, Hogan, & Kouzekanani, 1992;Vaughn, Mcintosh, Schumm, Haager, & Callwood, 1993). This study sought to extend and clarify previous findings related to peer acceptance of students with LD.…”

Section: Peer Acceptancementioning

confidence: 99%

Parent, Teacher, Peer, and Self-Reports of the Social Competence of Students with Learning Disabilities

Watson²,

1995

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The social competence of students with learning disabilities (LD), low achievement (LA), and average to high achievement (AHA) was examined from the perspectives of parents, teachers, peers, and self, guided by a theoretical model of social competence (Vaughn & Hogan, 1990) that includes social skills, behavior problems, peer relations, and self-perceptions. Parent ratings of social skills did not differ significantly among achievement groups; however, for two factors of behavior problems (internalizing and hyperactivity), students with LD and LA were rated as having more problems than AHA students. Teachers perceived students with LD and LA as demonstrating poorer social skills and more behavior problems than AHA students. Peer ratings indicated that students with LD and LA were less likely by peers than were AHA students, yet only LA students received significantly higher peer rejection. Self-reports differentiated the groups on one factor: cooperation. Discussion focuses on the complexity of social competence as a construct, and explanations of the results are offered.

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“…In fact, these studies have shown that some members of LD samples perform as well as (e.g., , and are as well liked as (e.g., Perlmutter et al, 1983;Prillaman, 1981), their nonhandicapped peers. Consequently, not all members of the LD population need training in social skills.…”

Section: The Content Of Social Skills Interventions For Ld Individualsmentioning

confidence: 99%

Social Skills Assessment and Training for the Learning Disabled

Schumaker

Hazel²

1984

J Learn Disabil

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> o cc o Q. .2 This month's Topical Review is the first in a two-part series on the social skills of learning disabled children. In a field traditionally dominated by concerns about intellectual functioning, concern for the development of social skills in LD children has been sparked by data showing that skill deficiencies in this area are associated with poor long-term adjustment and success both in and out of the classroom. This two-part Review presents information about the social skills deficits ofLD children, methods for assessing social skills, and treatment programs designed to ameliorateweaknesses in social skills. The first two of these topics are covered this month, while the last topic will be addressed in the next issue.-J.K.T.

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Acceptance of Learning Disabled Students in the Mainstream Environment

Cited by 27 publications

References 12 publications

The Social Integration of Learning Disabled Students from Self-Contained to Mainstream Elementary School Settings

The Social Integration of Learning Disabled Students from Self-Contained to Mainstream Elementary School Settings

Parent, Teacher, Peer, and Self-Reports of the Social Competence of Students with Learning Disabilities

Social Skills Assessment and Training for the Learning Disabled

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