An evaluation of social integration by peers and teachers of pre-adolescent children with a congenital limb absence

This project was designed to investigate the social acceptability and integration of young children with limb defects, by their peer group and teachers at school. After authorization was received from the various bodies, the teachers and pupils at ten elementary schools were informed that this study was aimed at investigating friendship patterns. Two children were “randomly” selected, one being the handicapped child and the other being the next child of the same sex that appeared in alphabetical order. The teachers were asked to complete a questionnaire with regard to the two pupils. A sociometric questionnaire was completed by the forty children of each class (400 total) wherein they indicated, confidentially, friendship ratings. The results were statistically analysed and the following relevant findings were noted. Children with congenital limb defects between the ages of 9 - 12 years were reported by their peers as not different with respect to popularity and social status nor were they different in most of the behavioural aspects as reported by their teachers. With regard to character development referring to social maturation and life experience they obtained significantly higher scores.