SELF-CONCEPT AND PEER ACCEPTANCE IN STUDENTS WITH LEARNING-DISABILITIES - A 4-YEAR TO 5-YEAR PROSPECTIVE-STUDY

This 4- to 5-year prospective study examined the peer relations and self-concepts of students prior to and following their identification by the school district as learning disabled (LD). Self-concept ratings (kindergarten through 4th grade) and peer acceptance ratings (kindergarten through 3rd grade), as well as academic achievement scores, were compared across 3 groups: LD students who were placed in resource special education programs during 2nd grade, low-achieving (LA) students, and average-achieving/high-achieving (AA/HA) students. For peer acceptance, AA/HA students' scores were higher than LA students' scores only. No between-groups differences were obtained during any school year on the self-concept measure. Findings suggest that LD students' self-perceptions are not negatively affected by academic and social difficulties in the early grades or by the identification and labeling process. Though generalization is limited by the small sample size, few studies have examined students with learning disabilities longitudinally or prior to and following their identification.