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Article
Importance of social support in the adjustment of children with learning problems
Systems and Psychosocial Advances Research Center Publications and Presentations
  • Melodie Wenz-Gross, University of Massachusetts Medical School
  • Gary N. Siperstein, University of Massachusetts Boston
UMMS Affiliation
Department of Psychiatry
Date
12-1-1997
Document Type
Article
Medical Subject Headings
Schools; Education; Learning Disorders; Education of Intellectually Disabled; Students; Social Support
Abstract
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.
Comments

Citation: 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.

At the time of publication, Melodie Wenz-Gross was not yet affiliated with the University of Massachusetts Medical School.

Citation Information
Melodie Wenz-Gross and Gary N. Siperstein. "Importance of social support in the adjustment of children with learning problems" Vol. 63 Iss. 2 (1997)
Available at: http://works.bepress.com/melodie_wenz-gross/2/