Using CAI To Enhance the Peer Acceptance of Mainstreamed Students with Mild Disabilities.

This study applied computer-assisted instruction (CAI) techniques to improve peer acceptance among 92 mainstreamed students with mild disabilities from 10 to 13 years of age. Participants in the treatment group received their generalized curriculum program (including mathematics, language arts, reading, health, social studies, and science) supplemented with CAI consisting of drill/practice and games for the reinforcement of reading and mathematics. This instruction was offered for 20 minutes daily for 5 weeks. Control group students received the same curriculum without CAI. Experimental group subjects reported positive self-esteem effects from CAI use when asked to complete an open-ended survey. Each participating student and 760 of their classmates were provided with a social acceptance scale and instructed to rate all members of the class for an overall peer acceptance score. Results found no significant difference between peer acceptance ratings of experimental and control group subjects. Suggestions for further research on interventions to improve peer acceptance among mainstreamed students with disabilities are provided, as is speculation as to why this particular CAI intervention failed to significantly improve peer acceptance. (Contains 19 references.) (PB)