Social Acceptance of Students Identified as Learning Disabled

Abstract
The characteristics of students identified as learning disabled are explored in relation to their social adjustment and acceptance. In particular, the specific characteristics of learning disabled students that prevent them from achieving successful peer interaction and acceptance are highlighted in a review of the literature. Two different approaches to remediation are discussed: direct remediation of the social skills and behaviors of the learning disabled students and changing the attitudes of their nondisabled classmates. Curriculum strategies and recommendations for further study are presented.