The home environments of children with disabilities: implications for peer relationships and self-determination

Abstract

The home environments of children with disabilities: I would like to thank the many colleagues who supported me through both this dissertation and my entire graduate program. In particular, I would also like to thank Cindy Weigel-Garrey for her assistance in bringing me up to speed on the Home Environments Project and for working closely with me as a co-researcher, and Liz Weiling for her support and friendship. Finally. I would like to thank God for always being by my side and for giving me the strength and endurance to complete this doctoral program and to face the many challenges of life. Implications for peer relationships and self-determination CHAPTER 1. GENERAL INTRODUCTIONBoth developing relationships with others Strully & Struily, 1985) and making decisions about one's own life Bannerman, Sheldon, Sherman, & Harchik, 1990;Wehmeyer, 1992) are highly valued in our society and are believed to significantly contribute to a person's quality of life. Humans are social beings and seek the company of other humans. Interactions with other people and, in particular, mutual friendships provide opportunities for intellectual growth, companionship, emotioned intimacy and social support (Bemdt & Perry, 1986;Rubin, 1980). Without friends, people can experience loneliness and isolation .Humans also have a desire to exercise influence and control over the world around them Bannerman et al., 1990;. It is expected and valued that, as they mature, people will begin to take more responsibility for the course of their lives-from where they live andwork, to what they do with their leisure time, to the clothes they wear and what they eat for breakfast.Although many people take for granted their relationships with others and their ability to make decisions about how they live their lives, not all people experience such valued aspects of life.Individuals with disabilities have historically experienced challenges in their social relationships (Tumbull & Tumbull, 1990) and have had limited influence over their own lives (Kishi, Teelucksingh, 2k)llers, Sands & Kozleski, 1994;Stancliffe & Wehmeyer, 1995;Wehmeyer, Kelchner, & Richards, 1995). Over the recent years there has been a move away from institutionalization of individuals with disabilities and emphasis has been put on integrating individuals with disabilities into the community . Children with disabilities are taught in "least restrictive environments," and many adults are residing in community-based group homes or in their 2 own apartments or homes. Despite these advances research indicates individuals with disabilities still experience limited social interactions and often lack the opportunity to make decisions about their own lives Wehmeyer, 1992). Even as adults, family members and paid professionals make up the majority of an individual with a disability's social interactions (Crapps & Stoneman, 1989; Hayden, Lakin, Hill, Bruininks, & Copher, 1992;Newton, Homer, Ard, LeBaron, & Sappington, 1994). In addition, it is family members and paid professionals who generally d...