Participants in this study were twenty-nine adolescent boys (n = 29) between the ages of sixteen and eighteen years, who were attending an inclusive private school in the affluent suburb of Johannesburg. Fourteen participants had never been diagnosed with learning difficulties and had attended mainstream schools throughout their school careers.…

This paper presents the position that inclusion is limited; inclusion does not go far enough. The inclusive classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on inclusion. In most classrooms only children with learning disability are included omitting those with severe disabilities,…

Regular and special educators (N=334) identified the social skill competencies necessary for successful performance in secondary mainstream settings. Competencies fell into three major areas: appropriate work habits, respect for others and their property, and ability to follow school rules. (Author/CL)

Comparison of positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nondisabled children revealed significant differences in peer acceptance and in task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher,…

Questionnaires completed by 450 elementary pupils and by 14 fourth- and fifth-grade teachers revealed a discrepancy between the two groups' social skill focus. Students favored communication and play/sport skills as factors facilitating social interaction while teachers tended to view task-related behaviors as more critical to mainstreaming…

Teachers and parents can help learning disabled students make transitions to mainstream settings by preparing them for change in physical conditions, instructing them in organization and time management, teaching them interpersonal skills through role-playing, and assisting them in identifying and responding to a variety of emotions. (CL)

The purpose of the study was to assess the impact of regular class placement on learning problem students. Consideration was given to academic achievement, personal and social adjustment, peer relationship, and students' perceptions of the class. Fifty seven learning problem students were selected from four types of learning disabilities classes:…

Learning disabled high school students may fail in regular classrooms unless they learn to interpret verbal and nonverbal cues from their academic teacher. Videotapes showing phrases and body language of typical classroom teachers can be useful. The teachers must also be prepared in terms of the student's specific needs. (CL)

The authors discuss how learning disabled (LD) children's beliefs about themselves may be affected by mainstreaming and how those beliefs may influence their social and achievement related behaviors. Using LD and nonLD elementary and junior high school students, a series of studies examined group differences on a variety of self report and…

This study examined agreement among 59 regular education high school teachers, 188 normally achieving high school students, and 50 high school students with learning disabilities (LD) concerning social and school skills important for success in the mainstream. Results revealed that teachers differed significantly from LD students on 16 skills and…

Forty-seven pairs of learning disabled (LD) and non-LD junior high students were observed in their regular classrooms using a continuous recording system. Results show that LD adolescents do not appear to be social isolates in the classroom. (Author)

Describes a social science curriculum, "Amazing Discoveries," which meets the needs of middle school students with learning disabilities for social skills intervention, is appropriate for all students and fits in with the mandated social science curriculum. The curriculum includes 28 experiments and demonstrations that teach principles of social…

Low socially accepted learning-disabled intermediate-grade students (N=86) were paired with 86 high socially accepted, nonhandicapped classmates for 8 weeks in 4 groups: mutual interest group, cooperative academic task group, Hawthorne effect/control group, and classroom control group. Evaluated were changes in classmates' ratings of…

Utilizing specialized classroom strategies to foster greater social acceptance of mainstreamed learning disabled students may be more efficient than having school personnel constantly involved in resolving student-to-student conflicts and assuaging hurt student feelings. Learning disabled students assigned to mainstream classes often present…

The generalization of specific social skills to new environments by four elementary aged learning-disabled students was studied using a modified multiple baseline, single-subject research design. During one spring semester, each student was trained for 12 weeks in the use of a specific social skill (such as compliance, cooperative play, or…