Peer acceptance, self-perceptions, and social skills of learning disabled students prior to identification.

Abstract

This study addressed how learning disabled students prior to identification (LDPI), low-achieving (LA), average-achieving (AA), and high-achieving (HA) students compare on peer, teacher, and self assessments of social status and social skills in the fall and spring of kindergarten. Two hundred thirty-nine Black, Hispanic, and White students, 78% of a kindergarten population, participated