Sociometric Status of Learning Disabled Children in an Integrative Program

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Abstract
The sociometric standing of primary-aged learning disabled students was investigated. The setting was a sparsely populated rural area where learning disabled children were mainstreamed in an elementary school in which an “open concept” delivery of services system was in operation. The “special child” stigma was therefore assumed to be significantly reduced. The data support the findings of previous studies on handicapped and normal children; i.e., significant differences were found between the learning disabled and normal control groups on both the positive and negative questions. Further analysis revealed that the learning disabled girls were less likely to be positively chosen and more likely to be rejected than the learning disabled boys. A discussion of possible reasons for such differences is included.