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

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 third-through 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. P rior to the es tabl ishment of P.L. 94-142 (later reauthorized as the Individuals with Disabil-ities Education Act), many students with learning disabilities (LD) were unidentified, unrecognized, and in-cluded full-time in general education classrooms. Others were misidentifie