This study examined the social relations of third-grade children with (LD) and without learning disabilities (nonLD). Two sociometric measures (peer nominations and ratings of “liking”) and a questionnaire on social networks outside of school were employed. Results on the former indicated that LD children were less accepted but not more rejected by peers than nonLD children. Differences were found in the functions and contexts -but not the size or composition - of LD and nonLD children's social networks. To test different hypotheses for LD children's social status, three possible determinants were studied: behavior problems as rated by teachers, conceptions of friendship, and ecological factors. Teachers of LD students did not observe these children to be more disruptive though they rated them as demonstrating more personality problems than nonLD peers. Significant group differences in friendship conceptions were found: the LD group's mean stage score for conceptions of friendship and their mean levels of reasoning about friendship formation and conflict resolution were significantly lower than those of the nonLD controls. Theoretical and methodological implications of the results are discussed.
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