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Similarities in the Social Competencies of Learning Disabled and Low Achieving Elementary School Children

J. Michael Coleman, PhD, is an associate professor in the School of Human Development at the University of Texas at Dallas, where he and his students study various aspects of children's self-perceptions and social relationships.

Laura Angevine McHam

Laura Angevine McHam, BA, is a doctoral candidate in the School of Human Development.

Ann M. Minnett

Ann M. Minnett, PhD, is a research scientist in the School of Human Development at the University of Texas at Dallas and project director of the Social Ecology Project. Her primary research interests are in children's social relationships. Address: J. Michael Coleman, The University of Texas at Dallas, School of Human Development, GR 4.1, Box 830688, Richardson, TX 75083--0688.

This study sought to examine distinctions in social competencies between children with learning disabilities (LD) and other children who also experience academic difficulties. Eighty-five children with LD (54 male, 31 female) in Grades 3 through 6 from a large urban school district were compared to a group of low achieving (LA) peers matched on achievement as well as sex, race, and grade. The samples were 42% black, 39% Hispanic, and 19% Anglo. Both groups completed two self-concept questionnaires, a loneliness scale, and a measure of their social relationships outside of school. In addition, their classmates completed a peer rating scale and their teachers completed two ratings of the child's social skills. The results indicated that children with LD and LA children were comparable on most measures, although children with LD reported themselves as being less lonely than LA children. In addition, regular-class children rated children with LD as more likable than LA children. The results highlight similarities in the social competencies of children with LD and LA children and suggest that special education classes may offer some social advantages to children with mild handicaps.

Journal of Learning Disabilities, Vol. 25, No. 10, 671-677 (1992)
DOI: 10.1177/002221949202501007


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