SOCIAL ADAPTATION OF CHILDREN WITH MILD INTELLECTUAL DISABILITY - EFFECTS OF PARTIAL INTEGRATION WITHIN PRIMARY-SCHOOL CLASSES

is study examined the social adaptation of children with mild intellec tual disability who were either (a) partially integrated into regular primary school classes, or (b) full-time in separate classes, All of t he children were integrated in sport and play activities with the whol e school. Consistent with previous research, children with intellectua l disability were less socially accepted than were a matched group of control children. Children in partially integrated classes received mo re play nominations than those in separate classes, brit there was no greater acceptance as a best friend. On teachers' reports, disabled ch ildren had higher levels of inappropriate social behaviours, but there was no significant difference in appropriate behaviours. Self-assessm ents by integrated children were more negative than those by children in separate classes, and their peer-relationship satisfaction was lowe r. Ratings by disabled children of their satisfaction with peer relati onships were associated with ratings of appropriate social skills by t hemselves and their teachers, and with self-ratings of negative behavi our. The study confirmed that partial integration can have negative co nsequences for children with an intellectual disability.