Abstract
The social skill needs of LD children were assessed based on the perceptions of their nonhandicapped peers and regular class teachers. A total of 450 elementary-aged pupils completed questionnaires on a nonhandicapped and an LD-labeled child. Items related to academics, kindness, communication, friendship, and play behaviors. Only the responses to the kindness items favored the LD-labeled child. On a Likert scale, teachers rated which of 136 social skills were most important for LD children's social integration into the regular classroom. Teacher ratings placed most emphasis on task- and order-related behaviors. The discrepancy between the two groups' social skill focus is discussed. Also addressed are the implications for future social skill instruction designed to facilitate handicapped students' integration into the regular classroom.
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