ERIC Number: ED311639
Record Type: RIE
Publication Date: 1989-Apr
Reference Count: N/A
Peer Rejection Is a Stubborn Thing: Increasing Peer Acceptance of Rejected Students with Learning Disabilities.
McIntosh, Ruth; And Others
The efficacy of a contextualist training model for increasing the peer acceptance of learning-disabled students through skills training and systematic opportunities for interactions with peers and teachers is evaluated. Ten peer-rejected learning-disabled subjects (seven males and three females) in grades 3 to 6 were selected to participate in the 20-week intervention. The model emphasizes teaching rejected students specific skills and strategies unknown to classmates, pairing these rejected students with high accepted non-learning-disabled peers for special training sessions, and providing opportunities for students to demonstrate and teach their new skills to others. In addition to teaching social skills, opportunities for peers and teachers to perceive the target students as desirable members of the classroom are systematically provided. Significant increases in positive nominations occurred for males following the intervention. Changes in social status classification occurred for five of the 10 subjects. Subject interviews revealed that target students' perceptions of being liked by their classmates also increased, although not significantly. Learning-disabled males were more likely to demonstrate increases in peer acceptance than females. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Council for Exceptional Children (67th, San Francisco, CA, April 3-7, 1989).