Social Interactions of Learning Disabled Children

Abstract

Efforts to mainstream learning disabled children may require educators to consider social adjustment variables as much as academic factors in remedial programing. As in their previous work, Bryan and Bryan found learning disabled children to be less popular than their peers. This study delineates the behavioral basis of attitudinal rejection of learning disabled children by their classmates. The verbal communication habits of learning disabled children are found to be a major factor in their social rejection. Learning disabled children emit and receive more rejection statements than nondisabled classmates.