Friendship-Facilitation Strategies: What Do Students in Middle School Tell Us?

Chadsey, Janis G.; Han, Kyoung Gun

doi:10.1177/004005990503800207

Cited by 11 publications

(10 citation statements)

References 10 publications

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“…Certainly, the ways the friends communicate and interact, the activities they engage in, and where they spend time together will be determined by each friend’s personality and preferences, but the findings indicated that they will also likely be affected by the unique needs of students with severe disabilities. Potential friends may need guidance and support from parents and teachers to problem solve and negotiate some of these dynamics (Chadsey & Han, 2005; Kalymon et al, 2010; Rossetti, 2012). For example, TD peers may need to be explicitly assured it is appropriate to initiate conversations with their classmate with a severe disability and how best to do so.…”

Section: Discussionmentioning

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: Discussionmentioning

confidence: 99%

The Nature of Friendship Between Students With and Without Severe Disabilities

Rossetti

Keenan

2017

Remedial and Special Education

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“…Older students may not be interested in structured peer-support programmes for students with developmental disabilities because they are teacher directed [8] . Intervention has been found to be more successful when peer ownership, and problem solving were emphasised over teachermediated strategies [9,10,12,13] .…”

Section: Jeanne D'haemmentioning

confidence: 99%

“…She pointed out that friends don't have to be our age -friends are people who like you. We also wondered if peer participation would increase with more control of the interventions by the participants instead of a facilitator [8,9] . Although the secondary school 2.…”

Section: From the Invitation To The Community Circlementioning

confidence: 99%

Special at school but lonely at home: An alternative friendship group for adolescents with Down syndrome

D’Haem

2008

Downs Syndr. Res. Pract.

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“…This scaffolding would include providing information to peers about how students communicate and interact best, how peers themselves should interact, and how they may support students during interactions (Author, 2011;Chadsey & Han, 2005;Kalymon et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

et al. 2016

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Friendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent (n = 10) and teacher (n = 20) perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day. The data were collected through semi-structured interviews with each participant and analyzed inductively using a multistage process of open and then thematic coding. The thematic findings suggest that the challenge of friendship development between students with and without IDD is ongoing, though there may be potential in focusing more explicitly and intentionally on increasing social interaction opportunities both in and out of school. Implications for future research and practice are described in the context of supporting students with and without IDD to increase social interactions and develop friendships.

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Friendship-Facilitation Strategies: What Do Students in Middle School Tell Us?

Cited by 11 publications

References 10 publications

The Nature of Friendship Between Students With and Without Severe Disabilities

The Nature of Friendship Between Students With and Without Severe Disabilities

Special at school but lonely at home: An alternative friendship group for adolescents with Down syndrome

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

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