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ERIC Number: ED315497
Record Type: RIE
Publication Date: 1989
Pages: 21
Abstractor: N/A
Reference Count: N/A
Understanding Social Skill Deficits of Mainstreamed Learning Disabled Students and Specialized Strategies Teachers Can Use To Foster Greater Social Acceptance.
Polirstok, Susan Rovet
Utilizing specialized classroom strategies to foster greater social acceptance of mainstreamed learning disabled students may be more efficient than having school personnel constantly involved in resolving student-to-student conflicts and assuaging hurt student feelings. Learning disabled students assigned to mainstream classes often present serious social skill deficits which impede their social acceptance by their non-disabled peers. Skill deficits can be caused by the following factors: (1) perceptual and linguistic processing deficits; (2) non-verbal ingratiating behavior deficits; (3) dysfunctional patterns of family relationships; (4) failure-laden prior school history; and (5) differential treatment in the mainstream environment by teachers and peers. The following strategies for use by regular classroom teachers and personnel are discussed: (1) manipulation of antecedent events and use of cooperative goal structures; (2) behavior modification, including reinforcement and group contingency management; (3) cognitive and/or instructional strategies, including description, modeling, rehearsal, and feedback; and (4) self-evaluation procedures. A list of 22 references is appended. (FMW)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A