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Restructuring of mainstream sociometry with learning disabled and nonhandicapped students.
E J Sabornie1, K J Marshall, E S Ellis
1Department of Curriculum and Instruction, North Carolina State University, Raleigh.
Exceptional Children
|January 1, 1990
Summary
Students with learning disabilities received significantly different social acceptance and rejection from classmates compared to their nonhandicapped peers. While social impact was similar, social preference varied between groups.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Social Psychology
Background:
- Peer relationships are crucial for child development.
- Students with learning disabilities often face social challenges.
- Understanding sociometric status is key to identifying social dynamics.
Purpose of the Study:
- To compare sociometric ratings between elementary students with learning disabilities and their nonhandicapped peers.
- To examine social impact and social preference in these groups.
- To analyze differences in peer acceptance and rejection.
Main Methods:
- Matched pairs design comparing 50 students with learning disabilities and 50 nonhandicapped students.
- Sociometric ratings were collected for peer assignment, acceptance, and rejection.
- Analysis focused on social impact and social preference.
Main Results:
- No significant difference in assigned status by peers between groups.
- Significant differences in acceptance and rejection received from classmates.
- Students with learning disabilities showed different social preference, but not social impact, compared to nonhandicapped peers.
Conclusions:
- Learning disabilities significantly impact how students are perceived and accepted by peers.
- Social preference is a key area where students with learning disabilities differ sociometrically.
- Interventions may be needed to improve social integration for students with learning disabilities.