Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL)

Predictions from social comparison theory and group reference theory were tested in two experiments assessing the impact of half-day mainstreaming upon the self-concepts of academically handicapped children. The results supported the theoretical viability of social comparison theory and group reference theory in educational settings. (Author/BH)

Shows that, at each grade level and overall in grades 1-6, poor readers are not seen by their peers or by themselves as personally and socially as "good" as are good readers. (SR)

The study examined the effects of training 209 regular class elementary school students and their 12 emotionally disturbed classmates about handicapping conditions. Investigated were normal students' attitudes toward emotionally disturbed students, and the self esteem of emotionally disturbed students. Data gathered prior to and at the conclusion…

Results indicated that cooperative learning experiences, compared with competitive and individualistic ones, promoted more interpersonal attraction between 12 learning disabled and behavior problem fourth graders and 47 nonhandicapped peers and promoted higher self-esteem for all students. Cooperation promoted greater perspective-taking ability…

This study investigated relationships between self-perception of a learning disability (LD) and self-concept and social support among 56 elementary students with LD. Children with less negative perceptions of their LD showed higher math achievement scores and perceived more positive self-concept, intellectual and behavioral competence, and support…

A group of 36 children with Developmental Coordination Disorder (DCD) were compared with 36 typical children matched on age, gender, and verbal IQ. Both a competence-importance discrepancy and social support/positive regard construct were significant predictors of self-worth for controls; however, for those with DCD, only the competence-important…

Two studies investigated effects of programs in which handicapped students tutored regular class students. In study 1, 39 fourth to sixth grade learning and behaviorally handicapped students tutored regular class first graders in reading. In study 2, 17 intellectually handicapped students tutored regular class peers in sign language. Comparing…

Tested hypotheses that low self-regard contributes over time to peer victimization and that behavioral vulnerabilities are more likely to lead to victimization when children have low self-regard than when they have healthy self-regard. Found that both hypotheses were supported with third through seventh graders, especially when self-regard was…

Preventing rejection of a student by his/her peers and helping the child to cope with such rejection are ever-present challenges for teachers. Suggestions are given by teachers who have successfully dealt with students who were rejected by classmates. (IAH)

This study evaluated the relations of peer status, self-perceptions, and other-perceptions of social competence among 9- and 11-year-old children. Self-esteem, self-perception in different domains, and teachers' assessments were examined along with peer status. (PCB)

This study of third-grade and fourth-grade children with (n=59) and without (n=57) learning disabilities found that LD students perceived themselves as less competent in the areas of intelligence, academic skills, behavior, and social acceptance. Contrary to expectations, subjects' self-perceptions were not affected by the choice of LD or general…

Compared well-adjusted, elementary students with their maladjusted peers on measures of self-esteem, insight, and sociometric status. Found children referred to the mental health program had significantly lower self-esteem, peer acceptance, and insight than the comparison group, even though these variables were modestly intercorrelated.…

A study probed the self-perceptions of 46 children (ages 6-9) and 34 children (ages 10-13) with specific language impairment (SLI) and their peers. In the older group, children with SLI perceived themselves more negatively in scholastic competence, social acceptance, and behavioral conduct than typical children. (Contains references.) (Author/CR)

Many educators are unsure about how to respond to gay issues at the elementary and middle school levels. It has been found that by third grade almost all children have been exposed to some information and misinformation about gay people. If schools are serious about preparing students for the diversity in our communities, preventing violence, and…