A COMPARISON OF THE SOCIAL ACCEPTANCE OF LEARNING DISABILITY AND NORMAL CHILDREN FOR THREE TEACHING MODELS

The problem of this study concerned the sociometric status of learning disability (LD) and normal children in the classroom. More specifically, the degree of cross choosing between LD and normal children was compared for three different teaching models. The 450 fourth grade subjects of the study constituted the entire population of Project Child, a state-funded pro-gram for the diagnosis and treatment of language learning disabilities. Each of the 18 experimental classes was composed of 13 normal children and 12 children with learning disabilities. Six of the 18 classes were taught by the Alphabetic, Phonetic, Structural, Linguistic Model (APSL), which is a highly structured, uniformly applied program. Six other classes were taught using the Programmed Instruc-tion Model (PI). This model is a structured, linearl