Social support in inclusive schools: Student and teacher perspectives

This article investigates student and teacher perceptions regarding social support at school. Thirty students with learning disabilities (LD) in inclusive third-to fifth-grade classrooms were interviewed about their social networks, perceived loneliness, social support, and intervention preferences for social problems encountered at school. Sixty general and special educators working with students with LD also were interviewed about their roles, strategies used, and preferred interventions in providing social support to students. Findings suggest that while students with LD feel part of a social network, many report school-related loneliness. General and special educators use similar strategies to support students. Results suggest a discrepancy between students' and teachers' choices of preferred social support strategies. Implications for enhancing social support are discussed.