Assigned and received social status of mildly learning disabled, mildly behaviorally disordered, and nonhandicapped high school students was examined. Twenty-two subjects in each group were equated on several demographic variables, and a rating scale sociometric instrument was administered in regular physical education classes that enrolled at least 1 exceptional student. Results indicated that the mildly-handicapped and nonhandicapped samples differed from a larger nonhandicapped population in several aspects of bi-directional social status. In cross-categorical comparisons of assigned social status, the diree groups did not differ significantly. With regard to cross-categorical received status, however, the comparison groups varied widely. Findings are discussed with regard to similarities and differences among mildly handicapped individuals, and the need to consider all aspects of their social interrelations.
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