Social Outcomes for Students With and Without Learning Disabilities in Inclusive Classrooms

Sharon Vaughn; Batya E Elbaum; Jeanne Shay Schumm; Marie Tejero Hughes

doi:10.1177/002221949803100502

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Social Outcomes for Students With and Without Learning Disabilities in Inclusive Classrooms

Journal article

Peer reviewed

Social Outcomes for Students With and Without Learning Disabilities in Inclusive Classrooms

Sharon Vaughn, Batya E Elbaum, Jeanne Shay Schumm and Marie Tejero Hughes

Journal of learning disabilities, Vol.31(5), pp.428-436

1998-09

DOI: https://doi.org/10.1177/002221949803100502

PMID: 9763773

Abstract

Social outcomes of students who participated in two different educational settings designed to provide special services for students with learning disabilities (LD) placed full-time within the general education classroom were examined. Participants were 185 thirdthrough sixth-grade students: 59 students with LD, 72 low to average achieving, and 54 high achieving. There was an overall educational setting effect, with students on the consultation/collaborative teaching setting demonstrating more positive outcomes than students in the co-teaching setting on friendship quality and peer acceptance. Students with LD in the consultation/collaborative teaching setting also demonstrated moderate increases in the number of reciprocal friendships from fall to spring. Discussion addresses the positive social outcomes for students with LD and high-achieving students in the consultation/collaborative teaching setting, and the importance of monitoring student progress in all settings.

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39 Times Cited - Web of Science

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Collaboration types: Domestic collaboration
Citation topics: 1 Clinical & Life Sciences; 1.136 Autism & Development Disorders; 1.136.536 Disabilities
Web Of Science research areas: Education, Special; Rehabilitation
ESI research areas: Social Sciences, general

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Details

Title: Social Outcomes for Students With and Without Learning Disabilities in Inclusive Classrooms
Creators: Sharon Vaughn - Sharon Vaughn, PhD, is a professor in the Department of Special Education at the University of Texas at Austin. Her research interests include instructional practices that enhance learning for students with disabilities in general and special education settings
Batya E Elbaum - Batya E. Elbaum, PhD, is a research assistant professor in the School of Education at the University of Miami. Her research interests include children's development in school contexts, with a special focus on academic and social outcomes for students with learning disabilities
Jeanne Shay Schumm - Jeanne Shay Schumm, PhD, is a professor in the Department of Teaching and Learning at the University of Miami. Her research interests include strategies for reading instruction for students with reading and learning disabilities in the general education classroom
Marie Tejero Hughes - Marie Tejero Hughes, PhD, is a research assistant professor in the School of Education at the University of Miami. Her current interests include family involvement and students with learning disabilities. Address: Sharon Vaughn, SZB 306, Dept. of Special Education, University of Texas, Austin, TX 78712–1290
Publication Details: Journal of learning disabilities, Vol.31(5), pp.428-436
Academic Unit: School of Education & Human Development; School of Education - Teaching & Learning
Language: English
Resource Type: Journal article
PMID: 9763773
Record Identifier: 991031562358102976