Teacher-Rated Social Skills of Mainstreamed Mildly Handicapped and Nonhandicapped Children

Abstract

Social skills across three subgroups of mildly handicapped children (i.e., Learning Disabled, Mildly Mentally Retarded/Educationally Handicapped, and Behavior Disordered) were compared to a matched sample of nonhandicapped students using a teacher rating scale. Significant differences were found between all mildly handicapped subgroups and the nonhandicapped group, however, no differences in teacher-rated social skills were found between subgroups of mildly handicapped children. A discriminant function analysis revealed that 75% of the subjects could be correctly classified on the basis of teacher-rated social skills. The results are discussed in the context of “classroom survival skills” of mildly handicapped children, social skills instruction, and mainstreaming practices.

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