The Sociometric Status of Students with Disabilities in a Full-Inclusion School
- 1 September 1995
- journal article
- research article
- Published by SAGE Publications in Exceptional Children
- Vol. 62 (1) , 6-19
- https://doi.org/10.1177/001440299506200102
Abstract
This study examined the sociometric status of children with disabilities in a full-inclusion school that did not use eligibility labels for special education services. The study used a positive and negative peer nomination technique to interview all students. The subject population included students with a range of disabilities; the majority were students with learning disabilities. Findings indicated significant differences between how students who were currently eligible for special education services and students who were likely eligible for services were perceived by their peers when compared to a control group. Full-inclusion strategies did not eliminate negative social perceptions of students with disabilities.Keywords
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