gogic practices increased complex competencies.
Salisbury, Gallucci, Palombaro, and Peck (1995) studied strategies for promoting social relations in elementary students with and without severe disabilities. Positive social relations in elementary school influence the intellectual, communicative, interpersonal, and emotional development of the child. These young children understand and adopt the values of their culture and they develop social skills that are required to act effectively within this value system. The classroom provides contact with other children and significant adults. The child with disabilities presents a particular challenge since these children tend to be segregated from contact with typical children yet they learn best through normalized social contexts. In addition the feeling of belonging within the community is a fundamental need for each child and it is necessary for their psychological well-being. The authors studied 18 teachers who dealt with at least one student with a
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