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Social Outcomes for Students With and Without Learning Disabilities in Inclusive Classrooms

Sharon Vaughn, PhD, is a professor in the Department of Special Education at the University of Texas at Austin. Her research interests include instructional practices that enhance learning for students with disabilities in general and special education settings.

Batya E. Elbaum, PhD

Batya E. Elbaum, PhD, is a research assistant professor in the School of Education at the University of Miami. Her research interests include children's development in school contexts, with a special focus on academic and social outcomes for students with learning disabilities.

Jeanne Shay Schumm, PhD

Jeanne Shay Schumm, PhD, is a professor in the Department of Teaching and Learning at the University of Miami. Her research interests include strategies for reading instruction for students with reading and learning disabilities in the general education classroom.

Marie Tejero Hughes, PhD

Marie Tejero Hughes, PhD, is a research assistant professor in the School of Education at the University of Miami. Her current interests include family involvement and students with learning disabilities. Address: Sharon Vaughn, SZB 306, Dept. of Special Education, University of Texas, Austin, TX 78712–1290.

Social outcomes of students who participated in two different educational settings designed to provide special services for students with learning disabilities (LD) placed full-time within the general education classroom were examined. Participants were 185 thirdthrough sixth-grade students: 59 students with LD, 72 low to average achieving, and 54 high achieving. There was an overall educational setting effect, with students on the consultation/collaborative teaching setting demonstrating more positive outcomes than students in the co-teaching setting on friendship quality and peer acceptance. Students with LD in the consultation/collaborative teaching setting also demonstrated moderate increases in the number of reciprocal friendships from fall to spring. Discussion addresses the positive social outcomes for students with LD and high-achieving students in the consultation/collaborative teaching setting, and the importance of monitoring student progress in all settings.

Journal of Learning Disabilities, Vol. 31, No. 5, 428-436 (1998)
DOI: 10.1177/002221949803100502


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