Gary N. Siperstein

TL;DR: This article surveyed a national random sample of 5,837 middle school students on their attitudes toward the inclusion of peers with intellectual disabilities (ID) and found that youth perceive students with ID as moderately impaired rather than mildly impaired, and believe that students with disabilities can participate in non-academic classes, but not in academic classes; and do not want to interact socially with a peer with ID, particularly outside school.

TL;DR: In this article, the authors examined the effect of stress, social support, and adjustment on adolescents' self-concept, feelings of depression, and liking of school, and found that higher academic stress and less emotional support from the family were associated with lower academic self-confidence.

TL;DR: The peer relationships of learning disability children with respect not only to their academic ability but also to their physical appearance and athletic ability are examined.

TL;DR: Regression analyses showed involvement, both at school and at home, to be heavily influenced by the extent to which school staff actively encouraged, assisted, and provided opportunities for parent involvement.

TL;DR: In this article, consumer attitudes toward companies that hire individuals with disabilities were assessed through a national public survey (N = 803) Most of the participants (75%) had direct experience with people with disabilities in a work environment and these experiences were positive.