A Multi-Way Intervention to Improve the Social Acceptance of a Student with Learning Disabilities

Abstract

The aim of this study is to investigate how a student with learning disabilities is socially accepted by his peers in the classroom when social skills training and academic support are concomitantly provided. The participants consisted of 15 (7 female, 8 male) typically developing high school students attending Grade 1 and a student with learning disabilities. One-group pretest-posttest design was utilised. The research data was collected through the sociometric technique of peer nomination before and after the intervention programme. In addition, the effects of the implemented programme were examined via a semi-structured interview with the student with learning disabilities and his family. The data was analysed via the technique of sociogram, and descriptive analyses were conducted as well. The research results indicate that the programme in question was effective on the student with learning disabilities’ social acceptance among his typically developing peers. Furthermore, the interviews with his family show that the implemented programme provided a variety of benefits for the student with learning disabilities.