Assigned,Received,and Reciprocal Social Status of Adolescents with and without Mild Mental Retardation

Abstract

Sociometric ratings assigned by and to high school youth with and without educable mental retardation were compared. Twenty-seven resource room students with mental retardation, who attended regular classes for portions of the school day, were matched with an equal number of nonhandicapped (NH) students in 5 schools. The Ohio Social Acceptance Scale was administered in 18 physical education classes enrolling students with mental retardation. Results indicated the subjects with mental retardation, in comparison to matched NH students, rated their peers more negatively, and received more negative classroom ratings. Moreover, the matched subjects did not differ in assigned or received high acceptance and mild rejection. In general, however, the comparison groups differed considerably in many aspects of assigned, received, and reciprocal social status. The findings are discussed with regard to the need for examining the social dynamics of integrated classrooms in a comprehensive fashion.