Peer Acceptance, Teacher Preference, and Self-Appraisal of Social Status among Learning Disabled Students
Peer Acceptance, Teacher Preference, and Self-Appraisal of Social Status among Learning Disabled Students
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学习障碍学生的同伴接受度、教师偏好和社会地位自我评价
DOI：
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发表时间：
1980
期刊：
影响因子：
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通讯作者：
W. D. Crump
中科院分区：
文献类型：
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作者：
Marybeth K. Garrett;W. D. Crump
社会融合作为主流的一个方面，已经成为教育工作者与学习障碍学生合作的一个日益关注的问题。以往的研究结果普遍表明，学习困难学生的同伴地位较低。本研究的目的是比较主流学习困难儿童与非学习困难儿童的同伴地位，探讨(1)教师偏好与儿童社会地位的关系，(2)学习困难和非学习困难学生社会地位自我评价的准确性。关于同伴地位的研究结果与之前的研究相似。此外，研究发现，学习困难的学生不太受教师的欢迎。在78%的课堂上观察到教师偏好和社会地位之间的显著关系。社会地位自我评价的结果与以前的研究有所不同。对研究、课程和教师教育的影响进行了讨论。
Social integration, one aspect of mainstreaming, has become an increasing concern with educators working with learning disabled students. Previous results generally have indicated a low peer status for learning disabled students. The purpose of this study was to compare the peer status of learning disabled children served in mainstream programs with their nonlearning disabled peers and to explore (1) the relationship of teacher preference and social status among children, and (2) the accuracy of self-appraisal of social status among learning disabled and nonlearning disabled students. Findings concerned with peer status were similar to previous research. In addition, learning disabled students were found to be less preferred by teachers. A significant relationship between teacher preference and social status was observed in 78% of the classrooms. Results for self-appraisal of social status were somewhat different from previous research. Implications for research, curriculum, and teacher education are discussed.