THE SOCIAL INTEGRATION OF STUDENTS WITH MILD DISABILITIES IN GENERAL-EDUCATION CLASSROOMS - PEER GROUP MEMBERSHIP AND PEER-ASSESSED SOCIAL-BEHAVIOR

The social integration of students with mild disabilities was examined in 59 elementary classrooms. 198 students with mild disabilities were included in the sample of 1,538 students in the fourth, fifth, and si xth grades. 3 aspects of the social relations of students with mild di sabilities were assessed with questionnaires: peer group membership, p eer-assessed behavioral characteristics, and the peer-assessed behavio ral characteristics of their associates. Most students with mild disab ilities were members of classroom peer groups. However, students with mild disabilities were overrepresented as social isolates (20%). Stude nts with mild disabilities differed from general education and academi cally gifted students on peer-assessed behavioral characteristics, wer e underrepresented in prosocial peer groups, and overrepresented in an tisocial peer groups. Students with mild disabilities who had high lev els of prosocial behavior tended to be members of high-prosocial peer groups. Students with mild disabilities who had high levels of antisoc ial behavior tended to be members of high-antisocial peer groups. Impl ications for intervention research are discussed.