Peer problems of 9- to 11-year-old children with hemiplegia in mainstream schools. Can these be predicted?

Is it possible to predict relatively early in the life of children with dis abilities those who are likely to develop peer problems if they get no extr a help? This question is examined in our prospective study of a representat ive sample of children with hemiplegia attending mainstream schools. Hemipl egia is a particularly suitable model for studying integration as it is a r elatively homogeneous condition that does not usually preclude mainstream p lacement, Our aim was to investigate whether the excess of peer problems co uld be predicted from information obtained some 4 years earlier. A represen tative sample of 55 children with hemiplegia in mainstream education was fo llowed prospectively from a mean age of 7.1 years (Time 1) to a mean age of 10.7 years (Time 2). Using standardized measures of peer rejection, lack o f friends, and victimization, two-thirds of the sample had at least one of these problems at Time 2. A greater number of peer problems was primarily p redicted by two Time-1 variables: lower IQ and more teacher-reported extern alizing problems (disruptiveness and hyperactivity). A risk index based on these two variables identified a high-risk subgroup that might particularly have benefited from early intervention to reduce behavioural problems, and nurture social skills. As more children with special needs are integrated into mainstream schools, it is increasingly important to remember that supp orting these children requires appropriate provision to foster their social as well as their academic and physical development.