Sociometric Status of Learning Disabled Children in an Integrative Program
Sociometric Status of Learning Disabled Children in an Integrative Program
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综合计划中学习障碍儿童的社会计量状况
DOI：
10.1177/002221947901200609
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发表时间：
1979
影响因子：
3
通讯作者：
David B. Ryckman
中科院分区：
文献类型：
--
作者：
Thomas R. Scranton;David B. Ryckman
对小学阶段学习困难学生的社会测量地位进行了调查。该项目的背景是一个人口稀少的农村地区，在那里，学习障碍儿童被纳入一所小学的主流，该小学正在运作一个“开放概念”的服务提供系统。因此，“特殊儿童”的耻辱感被认为大大减少。这些数据支持以前对残疾儿童和正常儿童的研究结果，即，学习障碍组与正常对照组在正性和负性问题上的得分差异有显著性。进一步的分析表明，学习障碍的女孩不太可能被积极选择，更有可能被拒绝比学习障碍的男孩。这种差异的可能原因的讨论。
The sociometric standing of primary-aged learning disabled students was investigated. The setting was a sparsely populated rural area where learning disabled children were mainstreamed in an elementary school in which an “open concept” delivery of services system was in operation. The “special child” stigma was therefore assumed to be significantly reduced. The data support the findings of previous studies on handicapped and normal children; i.e., significant differences were found between the learning disabled and normal control groups on both the positive and negative questions. Further analysis revealed that the learning disabled girls were less likely to be positively chosen and more likely to be rejected than the learning disabled boys. A discussion of possible reasons for such differences is included.