Sociometric Status and Self-Image of Children with Specific and General Learning Disabilities in Dutch General and Special Education Classes

• Published in: Learning disability quarterly Vol. 30; no. 1; pp. 47 - 62
• Main Authors: Bakker, Joep T. A., Denessen, Eddie, Bosman, Anna M. T., Krijger, Eva-Maria, Bouts, Lex
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Council for Learning Disabilities 01.02.2007; SAGE Publications; Sage Publications, Inc; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Children; Children & youth; Cognitive Development; Comparative Analysis; Dutch language; Education; Education, Elementary; Elementary Education; Equal Education; Females; Gender Differences; Inclusive Schools; Learning ability; Learning Disabilities; Low Achievement; Methods; Netherlands; Peer Relationship; Questionnaires; Rejection (Psychology); Self Concept; Self esteem; Self image; Self perception; Social Isolation; Sociometric Techniques; Sociometrics; Sociometry; Special Education; Special needs students; Special Schools; Students; Students with Disabilities; Studies; Study and teaching; Netherlands; United Kingdom > UK; United States > US
• ISSN: 0731-9487; 2168-376X
• DOI: 10.2307/30035515

This study focused on the relationship between both achievement level and diagnostic label and sociometric status and self-image of students in Dutch elementary education. In particular, differences between students with specific learning disabilities (SLD) and students with general learning disabilities (GLD) were studied, in regular as well as in special education. A total of 1,300 students participated, 861 in general and 439 in (separate) special education schools. Students with GLD were more often rejected and had a lower self-image than students with SLD. These results seemed to hold mainly for girls and for students with GLD in general education. No argument in favor of or against inclusive education can be advanced based on the results of this study, but the findings highlight the potential role of low achievement in peers' dislike of girls. Moreover, the results suggest the importance of investigating subgroups of students with LD in future research.