The social status of learning-disabled children: An in-depth analysis
Date of Award
Doctor of Philosophy (Ph.D.)
First Committee Member
Annette La Greca, Committee Chair
Previous research has suggested that children with learning disabilities are at a greater risk for developing peer problems than are normal children. The present research tested this assertion and explored various factors that have been associated with learning disabled (LD) children's increased vulnerability to social difficulties. Third through sixth grade LD and non-LD boys and girls were compared on measures of social status, physical and behavioral characteristics, and social cognition. The LD subjects included mainstreamed LD boys and girls and the non-LD subjects included one group of subjects matched to the LD sample on the basis of classroom, sex, achievement level, age, and ethnicity and one group of subjects matched to the LD sample on the basis of classroom, sex, age, and ethnicity, but not on achievement level. It was revealed that LD children were rated lower in social status and described more negatively by peers and teachers than non-LD children who were not matched on achievement level. Additionally, LD children displayed lower social-cognitive ability than non-LD children who were not matched on achievement level. No differences were found between LD children and non-LD children who were matched on achievement level. Furthermore, no differences were revealed between LD boys and LD girls.
Education, Educational Psychology; Education, Special; Psychology, Clinical
Oliva, Audrey Hill, "The social status of learning-disabled children: An in-depth analysis" (1990). Dissertations from ProQuest. 2838.