Most integration research has focused on the social benefits to be gained by students with severe handicaps. The social effects of these procedures on nonhandicapped students have not been adequately evaluated. Using a peer nomination sociometric tool, this study measured the degree of social status change with high- and low-status nonhandicapped children who participated in a peer initiation intervention. The results showed that nonhandicapped students who participated in the peer initiation program gained in social status. This finding has implications for the techniques chosen to enhance social relationships between students with severe handicaps and nonhandicapped children.
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