COMPARISON OF THE PEER STATUS OF MEXICAN-AMERICAN STUDENTS WITH LEARNING-DISABILITIES AND NONDISABLED LOW-ACHIEVING STUDENTS

The purpose of this study was to examine the effect of achievement on the peer status of Mexican-American male and female pupils with LD in academic and play contexts in classrooms where all students displayed low achievement. Participants were fourth- and fifth-grade pupils in a metropolitan school district in the Southwest. The sample was obtaine d from 13 compensatory regular education classrooms across six schools . Mexican-American pupils with LD received significantly lower sociome tric scores than their low-achieving nondisabled Mexican-American peer s even when the entire class was composed of low-achieving students.