TY - JOUR
T1 - Social Outcomes for Students with and Without Learning Disabilities in Inclusive Classrooms
AU - Vaughn, Sharon
AU - Elbaum, Batya E.
AU - Schumm, Jeanne Shay
AU - Hughes, Marie Tejero
PY - 1998/1/1
Y1 - 1998/1/1
N2 - 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.
AB - 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.
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U2 - 10.1177/002221949803100502
DO - 10.1177/002221949803100502
M3 - Article
C2 - 9763773
AN - SCOPUS:0032161656
VL - 31
SP - 428
EP - 436
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
SN - 0022-2194
IS - 5
ER -