THE EFFECTS OF INCLUSION ON THE SOCIAL FUNCTIONING OF STUDENTS WITH LEARNING-DISABILITIES

The purpose of this study was to provide data on the social functionin g (i.e., the degree of peer acceptance, self-concept, loneliness, and social alienation) of students in second, third, and fourth grade who participated in an inclusive classroom for an entire year. The social functioning of students identified as learning disabled (LD; n = 16), low achieving (LA; n = 27), and average/high achieving (AHA; n = 21) w as assessed at the beginning and end of the school year. The students with LD were less well liked and more frequently rejected than AHA stu dents. Although students' overall self-worth did not differ by achieve ment group, the students with LD demonstrated significantly lower acad emic self-concept scores. The students with LD did not differ on ratin gs of loneliness, and they demonstrated increases in the number of wit hin-class reciprocal friendships from fall to spring. Discussion focus es on the effects of inclusion on the social functioning of students w ith LD.