Correlates of social status among mainstreamed mentally retarded children

Jay Gottlieb, Melvyn I. Semmel, Donald J. Veldman

Research output: Contribution to journalArticlepeer-review


Explored the relative contributions of misbehavior, academic incompetence, and exposure to nonretarded children to the explanation of retarded children's sociometric status. Teachers and peers rated retarded children on the dimensions of misbehavior and academic performance. The results indicate that perceived academic incompetence was associated with educable mentally retarded children's level of social acceptance, whereas perceived misbehavior was associated with retarded children's social rejection by peers. Amount of exposure to nonretarded children did not relate significantly to retarded children's social status. The data are discussed in terms of the assumptions underlying the mainstreaming of retarded children into regular classes. (24 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)396-405
Number of pages10
JournalJournal of Educational Psychology
Issue number3
StatePublished - Jun 1978


  • academic incompetence, social acceptance vs rejection, mainstreamed educable mentally retarded 3rd-4th graders
  • peer &
  • teacher perceptions of misbehavior &

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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