Abstract
The purpose of this study was to assess the sociometric status of mainstreamed Hispanic learning disabled (LD) and nonhandicapped pupils. Fourth- and fifth-grade pupils from a small metropolitan school district in the Southwest participated. Sociometric data were collected from 35 classrooms across 10 schools. Hispanic LD pupils received lower sociometric peer ratings than their nonhandicapped peers. However, a peer rating/nomination classification procedure resulted in considerable variability in sociometric status for both LD and nonhandicapped children. Although 30% of the LD sample were in the rejected status group, almost 50% of the LD pupils attained average sociometric status. Sociometric context (i.e., academic and play) also influenced membership in status groups.
Published Version
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