Peer Acceptance of Learning Disabled Children in the Regular Classroom
- 1 September 1989
- journal article
- Published by SAGE Publications in Exceptional Children
- Vol. 56 (1) , 50-59
- https://doi.org/10.1177/001440298905600108
Abstract
Mainstreamed handicapped children often experience social rejection by their nonhandicapped peers. To evaluate possible approaches leading to a resolution of peer rejection, 86 low socially accepted learning disabled children in the fourth, fifth, and sixth grades were paired for 8 weeks with 86 high socially accepted, same-sexed, nonhandicapped classmates, in four groups: mutual interest group, cooperative academic task group, Hawthorne Effect/Control group, and classroom control group. Social acceptance ratings of students with learning disabilities by their nonhandicapped peers, paired in the mutual interest group, increased significantly as a function of the intervention. Those in the academic activities group and in the Hawthorne control group did not change. However, ratings of the classroom control group showed a lowered acceptance level over time.Keywords
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