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

Sharon Vaughn, Batya E. Elbaum, Jeanne Shay Schumm, Marie Tejero Hughes

Research output: Contribution to journalArticlepeer-review

47 Scopus citations

Abstract

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 third-through 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.

Original languageEnglish (US)
Pages (from-to)428-436
Number of pages9
JournalJournal of learning disabilities
Volume31
Issue number5
DOIs
StatePublished - Jan 1 1998
Externally publishedYes

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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