Learning disabled and non-LD children at play

This investigation used sociometric measures in conjunction with observational techniques in studying the social integration of learning disabled elementary school children. Thirty-four learning disabled and non-LD children were observed on the school playground for a total of 90 minutes each. Few substantive differences between the LD and non-LD groups were observed. The learning disabled children tended to play alone more often. Sociometric questionnaires administered to classmates of the experimental group children indicated that the learning disabled children had lower status than the non-LD children, and that the non-LD children played with about half of the LD children for whom they expressed liking.