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The Effects of Inclusion on the Social Functioning of Students with Learning Disabilities

Sharon Vaughn, PhD, is a professor in the Department of Teaching and Learning and the Department of Psychology, University of Miami. Her primary research interests are the social functioning of youngsters with learning disabilities and teachers'a daptations for students with learning disabilities. Her primary interest in the past 5 years has been in developing feasible instructional procedures for general education teachers that are effective in meeting the needs of students with learning and behavior disorders in the general education classroom.Address: Sharon Vaughn, University of Miami, School of Education, 312 Merrick Building, 5202 University Dr., Coral Gables, FL 33124.

Batya E. Elbaum

Batya E. Elbaum, PhD, is a research associate in the Department of Teaching and Learning, University of Miami. Her primary research interests are children' development in different school contexts and the relationship between children's classroom experiences and their cognition about learning.

Jeanne Shay Schumm

Jeanne Shay Schumm, PhD, is an associate professor in the University of Miami' Department of Teaching and Learning. Her primary research interests include general education teachers' planning and adaptations for reading instruction for students with learning disabilities.

The purpose of this study was to provide data on the social functioning (i.e., the degree of peer acceptance, self-concept, loneliness, and social alienation) of students in second, third, and fourth grade who participated in an inclusive classroom for an entire year. The social functioning of students identified as learning disabled (LD; n = 16), low achieving (LA; n = 27), and average/high achieving (AHA; n = 21) was assessed at the beginning and end of the school year. The students with LD were less well liked and more frequently rejected than AHA students. Although students' overall self-worth did not differ by achievement group, the students with LD demonstrated significantly lower academic self-concept scores. The students with LD did not differ on ratings of loneliness, and they demonstrated increases in the number of within-class reciprocal friendships from fall to spring. Discussion focuses on the effects of inclusion on the social functioning of students with LD.

Journal of Learning Disabilities, Vol. 29, No. 6, 599-608 (1996)
DOI: 10.1177/002221949602900604


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