| Summary: | Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.
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