Coleman J M, Minnett A M
University of Texas, Dallas.
Except Child. 1993 Dec-Jan;59(3):234-46. doi: 10.1177/001440299305900307.
To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3-6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.
为了探究学习障碍（LD）与社会能力之间的关系，从三至六年级患有学习障碍的学生样本以及与之匹配的无残疾儿童样本中收集了社会和学业能力的各项指标。测量指标包括学业成绩、教师评价、同伴评价、自我认知、校外社交网络以及对社交互动的直接观察。结果表明，无论社会地位如何，患有学习障碍的儿童在几乎所有学业能力指标上都与无残疾儿童存在差异。在社会领域，患有学习障碍的儿童比无残疾儿童具有更高的自我概念得分。大多数社会差异与儿童的同伴地位有关，与残疾状况无关。
