SELF-PERCEPTIONS AND PEER RELATIONS OF BOYS WITH AND BOYS WITHOUT LEARNING-DISABILITIES IN AN INTEGRATED SETTING - A LONGITUDINAL-STUDY

This study examined the self-perceptions and peer relations among nonh andicapped boys and boys with learning disabilities (LD) in full-time integrated classes, grades 3-5. Compared to their nonhandicapped peers , boys with LD demonstrated lower self-perceptions of scholastic compe tence but not lower self-perceptions of social acceptance. Moreover, t hey did not differ from their peers in the number of reciprocal friend ships or positive peer nominations they received. Results were less cl ear with respect to differences in negative nominations and self-perce ptions of global self-worth and behavioral conduct. Correlations among measures of self-perception and social relations varied as a function of group and time. Overall, results suggest that although boys with L D in integrated classrooms often experience peer rejection and negativ e self-perceptions in several domains, they manage to maintain adequat e self-perceptions of social acceptance by having a few close friends.