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Peer status of mainstreamed elementary school children with learning disabilities: A meta-analysis
Abstract
The purpose of this dissertation was to use the technique of meta-analysis to combine and analyze the results from studies examining the peer status of mainstreamed elementary school students with learning disabilities. Twenty-one data sets from fourteen studies were analyzed to determine whether or not learning disabled children in mainstreamed settings occupy a lower status than classroom peers as measured by a sociometric instrument. The variables of gender of both rater and child rated, type of sociometric instrument used, date of publication and degree of integration were also examined. Results showed that learning disabled elementary school children in mainstream settings occupied a significantly lower status than their peers when measured by either peer rating or peer nomination instruments. Children were rated lower in status when a peer rating instrument was used versus when a peer nomination instrument was used. There was a trend toward higher status in students with learning disabilities in studies that were published in the 1980s versus those published in the 1970s. There was also a trend toward higher status in students with learning disabilities who were integrated more than 50% of the time versus those integrated less than 50% of the time.
Subject Area
Special education|Educational tests & measurements|Elementary education|Educational evaluation
Recommended Citation
Gormally-Franzosa, Mary, "Peer status of mainstreamed elementary school children with learning disabilities: A meta-analysis" (1992). Doctoral Dissertations Available from Proquest. AAI9233064.
https://scholarworks.umass.edu/dissertations/AAI9233064