A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement

By E. Nowicki. 2003

198 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4c39572334a181b545fa635d6a94899ac0a58fff

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In Social Psychology

Citations in the corpus

Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, background): “…earlier (Juvonen and Bear 1992; Bear, Juvonen, and McInerney 1993; Gans, Kenny, and Ghany 2003) and especially with those (Vaughn et al. 1990; Coleman and Minnett 1992) that point out that social self-perceptions are often more favourable than actual peer relations might justify (Nowicki 2003).”
Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self–Concept and Academic Goals (2005, background): “…that students with LD generally show positive general self-concepts and perceive themselves to be as capable as their peers (e.g., Bear, Clever, & Proctor, 1991; Bear et al., 1993; Dyson, 2003; Gans et al., 2003; Harter et al., 1998; Nowicki, 2003; Sabornie, 1994; Stone & May, 2002; Valas, 1999).”
A Comparison of Systematic Screening Tools for Emotional and Behavioral Disorders (2009, background): “Collectively, students with EBD have limited social skills that lead to impaired interpersonal relations with parents, teachers, and students (Cullinan & Sabornie, 2004; Nowicki, 2003; Walker, Irvin, Noell, & Singer, 1992).”
Multisource Assessment of Children's Social Competence (2006, background): “A plausible explanation why this is the case, according to Nowicki (2003), is that children who have difficulties processing academic information also face substantial challenges in untangling a constantly changing environment of social interactions from many sources, nonverbal cues, situational…”
Academic, Social, and Behavioral Characteristics of High School Students With Emotional Disturbances or Learning Disabilities (2006, background): “Similarly, younger students with LD are at greater risk for social and behavioral difficulties than their same-age peers without disabilities (Nowicki, 2003).”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, unknown): “A majority of the studies show that pupils with SEN included in preschool or primary classrooms are more often rejected and less well accepted by their peers than TD pupils (Avramidis, 2013; Cambra & Silvestre, 2003; Estell et al., 2008; Frederickson, Simmonds, Evans, & Soulsby, 2007; Freeman & Alki”
Bullying and Students With Disabilities: Examination of Disability Status and Educational Placement (2015, background): “To compound the issue of perceived dependence within inclusive environments, students with SLD often have social skill deficits (Kavale & Forness, 1996; Kavale & Mostert, 2004) and difficulties (Nowicki, 2003), which may lead to increased peer rejection, isolation (Kuhne & Wiener, 2000; Pavri & Luft”
School Belonging among Low-Income Urban Youth with Disabilities: Testing a Theoretical Model (2008, background): “Peer relationships may be particularly salient for students with disabilities because they are less likely to be socially accepted by students and, consequently, have more negative peer interactions (Nowicki, 2003).”