期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2015
卷号：5
期号：2
页码：177-194
出版社：University of Ljubljana
摘要：This paper aims to shed light on the level of social acceptance among studentswith learning disabilities (LD4) in various secondary school vocationalprograms in comparison with their peers without disabilities. Ourfindings are based on an empirical study that comprised 417 students,5of whom 85 were students with LD. Based on sociometric analyses of allparticipating classes, we determined that students with LD were less integratedinto the classroom in comparison to their peers without LD. Theresults of the sociometric analysis show statistically significant differencesin the sociometric position between students with LD and students withoutLD. While students with LD were most frequently perceived as rejected,students without LD were seen as popular or average. In addition,students with LD see themselves as less socially self-efficient compared totheir peers. The results of our study mostly refer to boys, because the samplecomprised 359 boys and 58 girls. We believe that pro-inclusion teacherswith appropriately developed strategies for strengthening students’ socialskills, as well as positive attitudes and sufficient knowledge about the specialneeds of students can have a significant impact on the social acceptanceof students with special needs in the classroom community.
关键词：students with LD; social integration; social self-efficacy;social acceptance; sociometric status; secondary school vocational;education
