Peer Groups, Popularity, and Social Preference: Trajectories of Social Functioning among Students with and without Learning Disabilities

Autor/inn/en	Estell, David B.; Jones, Martin H.; Pearl, Ruth; Van Acker, Richard; Farmer, Thomas W.; Rodkin, Philip C.
Titel	Peer Groups, Popularity, and Social Preference: Trajectories of Social Functioning among Students with and without Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 41 (2008) 1, S.5-14 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219407310993
Schlagwörter	Social Status; Learning Disabilities; Grade 6; Longitudinal Studies; Grade 3; Peer Relationship; Interpersonal Competence; Grade 5; Grade 4; Child Development; Comparative Analysis; Group Dynamics; Inclusive Schools; Peer Acceptance + Suchen Sie Ihr Suchwort? Sozialer Status; Learning handicap; Lernbehinderung; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; Peer-Beziehungen; Interpersonale Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Kindesentwicklung; Gruppendynamik; Inclusive school; Integrative Schule
Abstract	The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD were similar to their typically achieving peers in terms of group functioning and characteristics, they were viewed as lower in social standing among their classmates as a whole. These effects were maintained over time, indicating that long-term inclusion may not substantially affect peer social functioning among students with LD. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10