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This article investigates student and teacher perceptions regarding social support at school. Thirty students with learning disabilities (LD) in inclusive third- to fifth-grade classrooms were interviewed about their social networks, perceived loneliness, social support, and intervention preferences for social problems encountered at school. Sixty general and special educators working with students with LD also were interviewed about their roles, strategies used, and preferred interventions in providing social support to students. Findings suggest that while students with LD feel part of a social network, many report school-related loneliness. General and special educators use similar strategies to support students. Results suggest a discrepancy between students' and teachers' choices of preferred social support strategies. Implications for enhancing social support are discussed.

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This exploratory study inquires into the types of preservice and inservice preparation practicing elementary school general and special educators have received to facilitate the social functioning of students with and without disabilities. Sixty teachers serving students with learning disabilities who were educated in inclusive environments for at least 80% of the school day were interviewed. Eleven general educators and 19 special educators could not recall receiving any preservice preparation on providing social support to their students. Twenty-four general educators and 23 special educators reported participating in a range of inservice opportunities. Twenty-seven general educators and 24 special educators indicated a need for additional training, identifying areas like dealing with challenging behaviors, teaching social skills, teasing and tattling. Implications for teacher preparation programs are discussed.

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