Importance of social support in the adjustment of children with learning problems
Department of Psychiatry
Schools; Education; Learning Disorders; Education of Intellectually Disabled; Students; Social Support
Education | Mental and Social Health | Psychiatric and Mental Health | Psychiatry and Psychology | Special Education and Teaching
This study examined the social networks, social supports, friendships, and adjustment of 106 4th-, 5th- and 6th-grade children. Forty children were receiving special education services for learning problems 66 were in general education. Results showed that children with and without learning problems did not differ on the size or composition of their social networks nor on the negative features of their friendships (conflict, competition). However, children with learning problems used their network differently for support. They turned to the family less for problem-solving support and to peers less for all types of support than children without learning problems. Results are discussed in terms of the implications for children with learning problems as they enter adolescence.
Wenz-Gross, M., & Siperstein, G. N. (1997). Importance of social support in the adjustment of children with learning problems. Exceptional Children, 63 (2), 183-193.
Wenz-Gross M, Siperstein GN. (1997). Importance of social support in the adjustment of children with learning problems. Implementation Science and Practice Advances Research Center Publications. Retrieved from https://escholarship.umassmed.edu/psych_cmhsr/548