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Self-perceived social function among disabled children in regular classrooms.

R W Armstrong1, P L Rosenbaum, S King

  • 1Department of Paediatrics, University of British Columbia, Vancouver, Canada.

Journal of Developmental and Behavioral Pediatrics : JDBP
|February 1, 1992
PubMed
Summary
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Disabled children perceive lower physical competence but not social or cognitive competence. Peer perception, not disability status, significantly impacts social function, highlighting the role of peers and teachers.

Area of Science:

  • Child Psychology
  • Special Education
  • Social Integration

Background:

  • Disabled children are at higher risk for emotional and behavioral issues.
  • Understanding their social functioning in inclusive classrooms is crucial.

Purpose of the Study:

  • To compare self-perceived social functioning of disabled children with their able-bodied peers.
  • To investigate factors influencing social competence in integrated classrooms.

Main Methods:

  • 60 disabled children and 56 able-bodied peers participated.
  • Children completed self-report scales on perceived competence and sociometric status.
  • Parents and teachers provided social function ratings.

Main Results:

Related Experiment Videos

  • Disabled children reported lower physical competence but similar social/cognitive competence.
  • Disabled children had fewer friends and lower peer sociometric scores.
  • Parent/teacher ratings showed no difference between disabled and control groups.

    • Conclusions:

    • Peer acceptance is vital for children's social functioning, irrespective of disability.
    • Teacher perceptions can influence peer perceptions of social competence.
    • Interventions should focus on peer relationships and teacher influence.