The Social Integration of Learning Disabled Students from Self-Contained to Mainstream Elementary School Settings

Abstract

This study had two purposes: (1) to investigate the social status of learning disabled students and (2) to compare the outcome differences of a rating scale sociometric with those of a peer nomination measure. The LD population consisted of students who were based in self-contained special education classes (LDSC) and joined regular classes up to 18 periods per week. Previous literature has concentrated on LD students based in regular classes who received special services in resource rooms. Since the enactment of P.L. 94–142, more and more students from self-contained classes have experienced partial integration into regular classes. The social status of this group, however, has been virtually ignored. Findings suggested both lower acceptance and lower rejection scores for the LD students than for regular class students on a nomination measure. The rating scale data revealed lower acceptance scores but no differences in rejection or toleration scores. The acquaintance category of the rating scale suggested that LDSC students are simply not known to their regular class peers.