This study compared the perceptions of 227 ninth- and tenth-grade students with learning disabilities in regular and special secondary classrooms. Students' perceptions of their classroom environment and their social competence were assessed. Results showed that students with learning disabilities perceived regular classes as being better…

Noting that a child's peer competence and sociometric status not only are important indices of the child's current social functioning, but may also predict adolescent adaptation, this study examined the antecedents in peer competence and sociometric status in early and late elementary school years of five peer reputation dimensions. These five…

The two most common concerns of parents of children with learning disabilities are the social acceptance and future of the child. These children can only build a feeling of self worth through parental acceptance. The parent should avoid indulging in guilt feelings and focus on the child's strengths instead of weaknesses. (JN)

Although the behaviorally disordered pupil may be among the most difficult to successfully reintegrate into the regular classroom, procedures do exist for facilitating this process. There are three kinds of integration: temporal integration or time stipulations; instructional integration; and social integration which defines acceptance by…

Summarized are three studies which used the Barclay Classroom Climate Inventory to measure the psychological and social-affective impact of six different classroom settings and a specific mainstreaming procedure on 240 educable mentally retarded and learning disabled pupils. Implications for mainstreaming and placement decisions are drawn. (SJL)

Interpersonal influence largely explains the recruitment of high school girls into interscholastic athletics; female athletes tend to manifest a more favorable self-concept than their nonathletic counterparts. (JD)

A questionnaire of 500 pupils (ages 16-17)in Zimbabwe investigated their attitudes toward being integrated with students with disabilities. Results showed the students had more positive attitudes towards integration of students with disabilities than negative ones. No significant differences were found in attitudes of female and male students.…

This study examined the effects of contact, books, and discussions on attitudes of kindergarten-age children (N=46) toward people with disabilities. At posttest, significant gains in acceptance were found only in a high-contact group who participated in a program designed to promote acceptance through storytime at school and home, structured play,…

Four boys and 4 girls (ages 13-17) with learning disabilities were interviewed upon completion of psychodynamic group therapy to obtain their perspectives of the group. Results indicate that the participants regarded the therapy as beneficial. The phenomenon of "mutual recognition" led to enhanced self-esteem and ability to relate to peers. (CR)

Differentiates behaviors of peer-rejected and peer-neglected children at the early childhood level. Offers suggestions for teaching alternative behaviors to aggressive or withdrawn children, direct entry behaviors, positive responses to peers' initiation, verbal assertiveness, engagement in complex pretend play, and ways to show positive affection…

Examined how peer acceptance and friendships moderated the link between family adversity and child externalizing behavioral problems. Found that peer acceptance in kindergarten and Grade 1 moderated the relationship between family adversity measures and externalizing behavior problems in Grade 2; friendship served as a moderator for harsh…

A study evaluated a program for training two preschool educators to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing examples of how to promote and praise cooperative participation, along with specific instructions and on-the-job feedback. Instruction resulted in…

This study of 40 children with learning disabilities or mild cognitive delays and 66 children without disabilities (grades 4-6) examined social networks, social supports, friendships, and adjustment. Results indicated that, compared to nondisabled children, the children with learning problems turned to their family less for problem-solving support…

Investigation of the social preferences of typically developing children (N=40) toward peers (N=19) with special needs in inclusive preschool classrooms found the children with special needs received few positive playmate preference nominations, but did not receive a significant number of negative nominations. Children were disliked if they were…