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Remedial and Special Education
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Social—Behavioral Skills of Elementary Students with Physical Disabilities Included in General Education Classrooms

Wendy J. Coster

Programs in Occupational Therapy at Sargent College of Health and Rehabilitation Sciences, Boston University, wjcoster{at}bu.edu

Jane T. Haltiwanger

Boston Renaissance Charter School

In this study, the authors examined strengths and limitations in the social—behavioral skills of elementary students with physical disabilities included in general education classrooms. The sample consisted of 62 special education students with physical impairments (25 girls & 37 boys) attending kindergarten through Grade 6 in public schools. Students with cognitive or sensory impairments were excluded. Teachers and related services personnel rated these students' skills using Part III, Activity Performance, of the School Function Assessment. On 6 of the 7 scales, more than 40% of the students performed below the grade-expected level. Findings were similar for the exploratory composite scales examining initiative and social problem-solving. Low total scores reflected more frequent ratings of inconsistent performance on skill items rather than an inability to perform. Although these difficulties are subtle, they may limit effective school participation.

Remedial and Special Education, Vol. 25, No. 2, 95-103 (2004)
DOI: 10.1177/07419325040250020401
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