Abstract
Youngsters with learning disabilities are often the objects of negative and prejudicial attitudes from normal achieving peers and teachers—attitudes that often lead to conflict, social isolation, and feelings of low self‐esteem. The seriousness of this problem is exacerbated by the genuine need to mainstream students in the least restrictive environment possible. This article examines some of the reasons for prejudicial attitudes toward students with learning disabilities and provides strategies for addressing the problem. Included are specific experiential activities to illustrate components of a comprehensive disability awareness program.
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