A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings

Webster, Amanda; Carter, Mark

doi:10.3109/13668250.2012.743650

Cited by 19 publications

(20 citation statements)

References 23 publications

(24 reference statements)

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“…There were 210 confirmed friendships between students with and without severe disabilities across these studies. Moreover, this number is underestimated because one study did not indicate a specific number of confirmed friendships though a majority of its students with severe disabilities had developed positive peer relationships and friendships with TD peers (Webster & Carter, 2013a). Staub et al's (1994) four portraits of friendship included descriptions of "rich and varied relationships" (p. 323).…”

Section: The Nature Of Friendships Between Students With and Without mentioning

confidence: 99%

The Nature of Friendship Between Students With and Without Severe Disabilities

Rossetti

Keenan

2017

Remedial and Special Education

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Friendships are developmentally important and personally beneficial relationships for all children and youth. Despite emphasis from families and educators of students with severe disabilities on the importance of promoting and supporting friendships with their typically developing peers in inclusive settings, such relationships remain infrequent. We conducted an integrative thematic literature review of research that directly examined the nature of friendship between students with and without severe disabilities to better understand how researchers define friendship, identify participants, and confirm participants' friendships. Implications for future research are discussed. We also sought to identify themes in extant research to guide future intervention. The thematic findings point to the importance of adults providing direct support while fading their proximity to students, and of typically developing peers negotiating the ongoing tension between the roles of helper and friend.

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Section: The Nature Of Friendships Between Students With and Without mentioning

confidence: 99%

The Nature of Friendship Between Students With and Without Severe Disabilities

Rossetti

Keenan

2017

Remedial and Special Education

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“…Such mutual interest in others' play has also been seen to indicate 'a sense of we-ness experience difficulty in sustaining more intimate peer relationships (Guralnick 2006;Guralnick et al 2007;Webster and Carter 2013)?…”

Section: Discussionmentioning

confidence: 99%

Exploring the social connections in preschool settings between children labelled with special educational needs and their peers

Parry

2015

International Journal of Early Years Education

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This paper reports on a small scale study of the social interactions between six children labelled with special educational needs and their peers in their respective early years settings. Data from play observations, photographs and staff interviews is used to examine the dynamics of the connections that they make with other children. The position of these six children as active agents in making decisions about their peer interactions is highlighted and the ways that this agency is expressed is analysed. By focusing on the personal strategies that the children use to make social connections the findings contribute to the developing understanding of children's relationships within inclusive early years settings. In particular compatible play interests and personalities are identified as significant factors that attract children to one another in this case study. It also emerged that recurrent playmates did not feature consistently in the social exchanges involving this group of children. This factor is considered in the context of it being indicative of the social connections that children labelled with special educational needs pursue. Suggestions for further investigation are proposed and key practice messages offered around developing awareness and facilitation of social connections between children.

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“…Some longitudinal research has suggested that the sustainability of such relationships reduces significantly over time (Guralnick et al 2006) and if they do continue, greater intimacy and sophistication struggle to develop (Guralnick et al 2007;Webster and Carter 2013). A further suggestion is that for children identified with SEN, enduring friendships depend on the children in the relationship being at a comparable developmental level (Skinner, Buysse and Bailey 2004;Hollingsworth and Buysse 2009).…”

Section: Discussionmentioning

confidence: 99%