The sociometric status of students with disabilities in a full-inclusion school.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on September 1, 1995. The length of the article is 5796 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: ABSTRACT: This study examined the sociometric status of children with disabilities in a full-inclusion school that did not use eligibility labels for special education services. The study used a positive and negative peer nomination technique to interview all students. The subject population included students with a range of disabilities; the majority were students with learning disabilities. Findings indicated significant differences between how students who were currently eligible for special education services and students who were likely eligible for services were perceived by their peers when compared to a control group. Fully inclusion strategies did not eliminate negative social perceptions of students with disabilities.

Citation Details
Title: The sociometric status of students with disabilities in a full-inclusion school.
Author: Paul Sale
Publication:Exceptional Children (Refereed)
Date: September 1, 1995
Publisher: Council for Exceptional Children
Volume: v62 Issue: n1 Page: p6(14)

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