Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms

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The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities (2007, background): “Peer-assisted learning and cooperative learning are two peer-mediated instructional approaches that provide students with increased opportunities to learn social skills ( Jenkins, Antil, Wayne, & Vadasy, 2003 ; Fuchs, Fuchs, Mathes, & Martinez, 2002 ).”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “…with ASD, BD, DD, ID, and LD and their TD peers, namely cooperative learning and peer tutoring, had a positive impact on the social interactions and social acceptance of pupils with SEN (Dugan et al., 1995; Fuchs et al., 2002; Jacques et al., 1998; Kamps et al., 1994; Sideridis et al., 1997).”
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006, background): “In another study (Fuchs et al., 2002a), results indicated that students with learning disabilities in PALS classes enjoyed greater social acceptance than those with learning disabilities in non-PALS classes, suggesting that PALS has social, as well as academic, benefits.”