“Having friends is like having marshmallows”: Perspectives of transition‐aged youths with intellectual and developmental disabilities on friendship

Hurd, Claire; Evans, C. E.; Renwick, Rebecca

doi:10.1111/jar.12493

Cited by 11 publications

(10 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding highlights the critical role peer mentoring programs may play in providing opportunities for individuals with and without intellectual and developmental disabilities to initially meet and interact (Athamanah et al, 2019; Sidorowicz & Hair, 2009). Further, given that participants described their friendships developing due to shared interests and activities, it is clear that both individuals with and without disabilities need inclusive and supportive environments that allow for social interactions around such interests and activities (Hurd et al, 2018; Solish et al, 2010), which may then result in new friendships (Siew et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Perspectives of Adults without Disabilities on their Friendships with Individuals with Intellectual and Developmental Disabilities

Josol

Fisher

Athamanah

2022

J Intellect Disabil

View full text Add to dashboard Cite

Friendships contribute to positive social outcomes such as the promotion of prosocial behaviors and social well-being and can lead to an overall healthy quality of life. Despite the importance of friendships, little is known about how individuals without disabilities develop and maintain friendships with individuals with intellectual and developmental disabilities. Using a phenomenological research design, the current study explored the lived experiences of 17 adults without disabilities who discussed the development and maintenance of their friendship with an individual with intellectual and developmental disabilities. Semi-structured interviews were conducted and subsequently collaborative, open coding was used to identify codes and themes across participants. Three main themes emerged related to 1) factors that facilitated friendship development; 2) factors that contributed to friendship maintenance; and 3) impacts of the friendship for both individuals with and without intellectual and developmental disabilities. Implications of the results are discussed as well as future directions for research.

show abstract

Section: Discussionmentioning

confidence: 99%

Perspectives of Adults without Disabilities on their Friendships with Individuals with Intellectual and Developmental Disabilities

Josol

Fisher

Athamanah

2022

J Intellect Disabil

View full text Add to dashboard Cite

show abstract

“…Students’ successful transition to and adjustment in adulthood involve friendships as a vital element (Hurd et al, 2018). The students’ description of social events has its own validity and illustrates how individuals struggle to make sense of their lives at school especially when they experience conflicting emotions between hoping to make friends with the “regular students” and avoiding the bullying in the regular class.…”

Section: Findings and Discussionmentioning

confidence: 99%

Voices of students with intellectual disabilities: Experiences of transition in “inclusive schools” in Indonesia

Andriana

Evans

2021

Brit J Learn Disabil

View full text Add to dashboard Cite

Accessible summary ●This paper reports the experiences of primary school students with intellectual disabilities in Yogyakarta, Indonesia, during transitions within various contexts such as from “regular school” to “inclusive school,” from special class to regular class and from one year level to the next year level after experiencing year(s) of grade retention. ●Students with intellectual disabilities together with their typically developing peers were involved as co‐researchers using drawings and photographs to research their educational and social experiences and report their views. ●Educational transitions are rarely discussed or taken into account in the Indonesian context. ●The views of the students with intellectual disability in this study are a significant contribution to the development of meaningful inclusive education in the Indonesian context, which at this time continues to represent exclusionary practices or divisions between “regular children” and “inclusion children.” Abstract BackgroundWithin the emergence of inclusive education in Indonesia, transitions take on various forms impacting the educational and social lives of students. This paper reports the experiences of primary school students with intellectual disabilities during transitions in various contexts. MethodsAn initial period of research used arts‐informed methods to support the students to capture their journey in education. While the voice of students about inclusive education was captured through photographs, drawings and conversations, students were supported to undertake a personal research project. ResultsStudents shared a range of experiences and feelings in the interviews using the photographs and drawings as prompts. Some reported on being expelled from regular school as a result of failure to meet academic standards and transitioning to “inclusive school.” These “inclusive schools” moved the students from special to the regular classroom, and back, based on their academic performance. While students valued the opportunity of having more friends in the regular class, they voiced a preference for the special classroom for social interactions. Some students reported their experiences of being retained at year level for lack of progress in a rigid curriculum. Students expressed their conflicting emotions of sadness when retained, of happiness when promoted and despair at the level of learning support provided to “survive” in the higher year level. The students also provided insight into the identity of students with intellectual disabilities as impacted by transition experiences. ConclusionsTransitions, and barriers to transitions, come in varying forms, and students with disabilities contextualise and report them in different ways.

show abstract

“…This highlights the need for future studies to investigate what factors that influence these differences such as digital competency, inaccessible design of the internet or a limited social network. Literacy is known to be a problem for people with ID in accordance with diagnostic criteria [7] and it has also been shown in previous research that the social connections both on and off the internet are complex and limited for adolescents with ID [32][33][34][35]. Future research is needed on how to enable internet use and stay safe online while using social media, especially including persons with different levels of ID [36].…”

Section: Discussionmentioning

confidence: 99%

Internet opportunities and risks for adolescents with intellectual disabilities: A comparative study of parents’ perceptions

Ågren

Kjellberg

Hemmingsson

2020

Scandinavian Journal of Occupational Therapy

View full text Add to dashboard Cite

Background: In contemporary society internet and digital competencies are used to perform activities. Aim: The aim of this study is to investigate opportunities and risks of internet use as perceived by the parents of adolescents with intellectual disabilities (ID) in comparison with a national reference group of parents of adolescents. Methods: This was a cross-sectional study with group comparisons using a national survey. Analyses were carried out using Fisher's exact test and logistic regression to control for confounding factors. Results: A significantly higher proportion of parents of adolescents with ID perceive opportunities associated with internet use and playing games, and a lower proportion perceive risks with negative consequences, compared with the reference group. Significantly more parents of adolescents with ID perceive their adolescent never use smartphones and social media compared with the reference group. Fewer parents of adolescents with ID have concerns about online risks for their adolescents compared with the reference group. Conclusion and Significance:The results provide new knowledge for occupational therapists to support positive risk-taking in internet-use for adolescents with ID, in collaboration with their parents, to enable the development of digital competencies and digital participation in everyday life in a digitalised society.

show abstract

“Having friends is like having marshmallows”: Perspectives of transition‐aged youths with intellectual and developmental disabilities on friendship

Cited by 11 publications

References 25 publications

Perspectives of Adults without Disabilities on their Friendships with Individuals with Intellectual and Developmental Disabilities

Perspectives of Adults without Disabilities on their Friendships with Individuals with Intellectual and Developmental Disabilities

Voices of students with intellectual disabilities: Experiences of transition in “inclusive schools” in Indonesia

Internet opportunities and risks for adolescents with intellectual disabilities: A comparative study of parents’ perceptions

Contact Info

Product

Resources

About