This longitudinal study, spanning from 1995 through 2012, followed vulnerable youth from upper secondary school (T1) as they made the transition to their early twenties (T2), late twenties (T3) and mid-thirties (T4). We investigated their social network relationships in different phases of adult life, focusing mainly on factors that explain…

The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in…

The level of behavior problems in 406 students (ages 4-19) with intellectual disability was compared in "segregated" and "integrated" settings in New South Wales (Australia). A significantly greater number of behavior problems occurred in segregated settings after controlling for age, sex, and range of intellectual disability.…

Measures of perceived competence and perceived achievement were administered to 222 Israeli students with either learning disabilities or low achievement in grades 3, 5, and 7. Subjects were either in special schools, in special classes in regular schools, or in regular classes. Perceived competence was highest among younger children and the…

This study examined social and personal concomitants of exceptional academic capability, specifically self-concept, peer acceptance, and attitude toward school, in the context of integrated or self-contained classrooms. The sample consisted of 354 gifted Ontario students from Grades 5, 8, and 10 (150 in self-contained classrooms and 204 in…