Peer Interactions and Sociometric Status of High School Students with Moderate or Severe Disabilities in General Education Classrooms

Keli Mu, Ellin B. Siegel, Rose M. Allinder

Research output: Contribution to journalArticle

1 Scopus citations


We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an “average” group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as “popular” among their peers, the majority of the participating students with disabilities obtained “average” social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments.

Original languageEnglish (US)
Pages (from-to)142-152
Number of pages11
JournalResearch and Practice for Persons with Severe Disabilities
Issue number3
Publication statusPublished - Sep 2000



  • general education classrooms
  • high school
  • moderate or severe disabilities
  • peer interactions
  • sociometric status

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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