Links among Social Status,Service Delivery Mode,and Service Delivery Preference in LD,Low-Achieving,and Normally Achieving Elementary-Aged Children

Abstract

Relations among social status, current service delivery, and service delivery preferences were examined in 42 students with learning disabilities (LD), 40 low-achieving (LA) and 42 average/high-achieving (A/HA) students in grades 2–4 and 6–7. Service delivery preferences were assessed via forced choice (in-class vs. pullout) and ratings. Participants and classmates completed sociometric rating scales asking how much they liked to work and play with each classmate and how much classmates liked to work and play with them. Most students chose pullout service and rated pullout higher than in-class service. Current service was related to service preference only in the LA group. Only among LD students were self- and peer-rated social status related. Social status was lowest for LD, followed by LA and A/HA children. Among older students, those who preferred pullout service had lower sociometric status than those who preferred in-class service. Implications for educational programming decisions are discussed.

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