ABSTRACT
During the last three decades, the social life of children with learning disabilities (LD) has drawn growing interest. This interest was primarily prompted by Tanis Bryan's early inquiries into these children's social status among their peers (Bryan, 1974, 1976). Bryan's and other researchers' studies have shown that children with LD exhibit difficulties in the establishment and maintenance of satisfying peer relationships (Bryan, 1997). Recent efforts to understand these children's social difficulties have demonstrated the utility of social—cognitive models of social adjustment (Tur-Kaspa & Bryan, 1993, 1994).
