Peer Relationships as Support for Children with Disabilities

Abstract

This article reports the results of a study to determine what mothers of children with disabilities considered important social goals and valid measures of success for their children concerning friendship development. Three focus groups were convened, consisting of 11 mothers of elementary-age students with various disabilities. A thematic analysis suggested 9 peer-specific friendship goals for children with disabilities and 3 broader goals to which friendship was perceived to contribute. Assessment of outcomes would be expected to include indicators of both types of goals, and specific indicators were suggested along the dimensions of (a) quantity and breadth of contacts, (b) affect or quality of relationships, (c) duration and stability of relationships, (d) level of independence of action, (e) consistency with parental expectations, and (f) contribution to overall adjustment. Implications of this research are discussed for teachers, administrators, program and curriculum developers, and researchers. The authors conclude that efforts to affect the peer relationships of children with disabilities in meaningful ways should consider the impact relative to these parental goals and should be based upon indicators that parents consider relevant and credible.

The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active

“…Friends enable personal growth, the development of self-esteem, a sense of personal worth, the building of one’s own identity and they even help aspects beneficial to health through psychophysiological processes [12]. It is also through friendships that the child and adolescent acquires a sense of integration and security [13,14]. Finally, the physical education (PE) teacher plays a vital role, being necessary to ensure a sense of competence in the students, while encouraging motivation, challenging them to invest effort and energy in decision-making, adapting content and activities to the students’ needs and rewarding them for their achievements, amongst other things [15].…”

The Nature of Friendship Between Students With and Without Severe Disabilities

“…This typically includes those with moderate, severe, or profound intellectual disability; autism spectrum disorder; and multiple physical or sensory disabilities with comorbid intellectual disability (Westling & Fox, 2009). schooling is for their children to interact socially and develop friendships with peers both in and outside of school (Overton & Rausch, 2002). Educators have indicated that social interactions with classmates without disabilities is an instructional priority for students with severe disabilities in inclusive classrooms (Carter & Hughes, 2006;Jorgensen, Schuh, & Nisbet, 2006).…”

“…The American Association on Intellectual and Developmental Disabilities’ national platform of goals for research, practice, and policy includes social inclusion, focusing specifically on social relationships and friendships (Bogenschutz et al, 2015). Parents of children with severe disabilities have reported that what they want most out of schooling is for their children to interact socially and develop friendships with peers both in and outside of school (Overton & Rausch, 2002). Educators have indicated that social interactions with classmates without disabilities is an instructional priority for students with severe disabilities in inclusive classrooms (Carter & Hughes, 2006; Jorgensen, Schuh, & Nisbet, 2006).…”

Inclusion and Friendship of Children with Disabilities

“…Dok su neka djeca kao rođena s posebnim društvenim talentom za stvaranje prijateljstava, druga se oko toga moraju silno truditi te učiti obrasce ponašanja koji će im u tome pomoći. Istraživanja potvrđuju da su djeca s teškoćama u razvoju učestalije nego djeca bez teškoća u razvoju neprihvaćena među vršnjacima (Overton i Rausch, 2002), osamljena (Pavri, 2001;Margalit i Levin-Alyagon, 1994), otežano sklapaju prijateljstva, teško zadržavaju uspostavljeno prijateljstvo (Guralnick, 1990;Tur-Kaspa, Margalit i Most, 1999;Guralnik i sur., 2007) i uče-stalije su žrtve vršnjačkoga zlostavljanja (Kaukiainen i sur., 2002;Mishna, 2003).…”

“…Djeca s teškoćama u razvoju, kao što je već u tekstu opisano, učestalije nego njihovi tipični vršnjaci pokazuju poteš-koće prilikom vršnjačkih socijalnih interakcija (Overton i Rausch, 2002;Pavri, 2001;Margalit i Levin-Alyagon, 1994;Guralnick, 1990; Tur-Kaspa i sur., 1999; Guralnik i sur., 2007). Djeca s raznim vrstama i stupnjem teškoća iskazuju potrebe za intervencijama koje kao generalni cilj mogu imati podizanje socijalne kompetencije djece.…”