Social adaptation of children with mild intellectual disability: Effects of partial integration within primary school classes

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Abstract
This study examined the social adaptation of children with mild intellectual disability who were either (a) partially integrated into regular primary school classes, or (b) full‐time in separate classes. All of the children were integrated in sport and play activities with the whole school. Consistent with previous research, children with intellectual disability were less socially accepted than were a matched group of control children. Children in partially integrated classes received more play nominations than those in separate classes, but there was no greater acceptance as a best friend. on teachers' reports, disabled children had higher levels of inappropriate social behaviours, but there was no significant difference in appropriate behaviours. Self‐assessments by integrated children were more negative than those by children in separate classes, and their peer‐relationship satisfaction was lower. Ratings by disabled children of their satisfaction with peer relationships were associated with ratings of appropriate social skills by themselves and their teachers, and with self‐ratings of negative behaviour. The study confirmed that partial integration can have negative consequences for children with an intellectual disability.