Educable mentally retarded children who are mainstreamed are likely to have social problems due to personological concerns (maladaptive behavior, labeling) and environmental concerns (teacher attitudes and expectancies, peer attitudes). (CL)

Investigates the relationships between social acceptance, measured by sociometry, and membership in one of three academic groups: gifted, high achievers, and average. Changes in the peer acceptance of the gifted students in a special program were also examined. Subjects were 66 fourth graders. (MP)

The paper reviews selected research findings relative to the social acceptance/rejection and self-concept of handicapped students in regular classroom environments. Studies are limited to those involving educable mentally retarded, learning disabled, or behaviorally disordered children. (SBH)

Comparison of 20 socially accepted and 20 socially rejected intermediate grade students with mental retardation in regular class settings found accepted children displayed a higher level of social behavior and a lower level of sensitive-isolated behavior. Accepted children chose friendly-submissive (rather than friendly-assertive) goals and a low…

A study of 188 kindergarten children evaluated the effectiveness of the Assessment Scale for Kindergartners, which was designed to evaluate the attitudes of kindergarten children toward children with disabilities. Results found the scale provided evidence of criterion-related validity and that children who'd had contact with children with…

Four studies based on two longitudinal investigations examined the relation between social rejection and increased antisocial behavior. Found that early peer rejection (ages 6 to 8) predicted growth in aggression (at ages 10 to 12); findings were replicated in children ages 5 to 8. Rejection exacerbated antisocial development only among children…

Presents a response to Gifford-Smith and Brownell's "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). A focus on enhancing social competence within the context of classrooms designed to accommodate the needs of all students is presented as an integrated framework for applying research concerning…

Peer relationships play a critical role in the development of social skills and personal feelings essential for personal growth. The Teenage Inventory of Social Skills is a self-report designed exclusively to reflect behaviors functionally related to peer acceptance in adolescence. The aim of the present work was to determine the reliability and…

A study of 18 children with behavioral problems in inclusive elementary classrooms examined the effects of self-evaluation using videotapes of the children's interactions with their peers. Results showed increases in appropriate interactions for children with internalizing behavioral problems and decreases in inappropriate interactions for those…

A study observed 32 eighth-grade students, divided according to their educational program placements, working on various tasks in either homogeneous or heterogeneous ability groups. Homogeneously congregated, gifted children exchanged constructive types of knowledge and prosocial feedback significantly more often than other homogeneous groups or…

Examined whether generalization about prosocial style of well-accepted children applies to conflicts involving rights infraction. Interviewed fourth- and fifth-graders about strategies for handling situations in which a peer infringes on their rights. Found that well-accepted children were neither aggressive nor particularly prosocial in conflict…

This article discusses supporting friendship formation in young children with autism. Strategies for facilitating friendships are discussed and include creating opportunities for displaying special talents and abilities; discovering common interests; adapting the curriculum and available materials; and recognizing the importance of school to home…

The effects of a cooperative learning program on the social acceptance of 51 children (ages 6-7) with moderate to severe mental retardation by children without disabilities were examined. Children without disabilities in the cooperative learning program gave the children with disabilities higher peer acceptance ratings, greater popularity indices,…

Assessed fourth, fifth- and sixth-graders' social constructions of popularity using perceived popularity nominations and sociometric measures. Found that perceived popularity is related to sociometric popularity and social dominance. Examined correlations with popularity for perceived popular girls and boys who were liked and not well-liked. Found…

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)