Understanding friendships and promoting friendship development through peer mentoring for individuals with and without intellectual and developmental disabilities

Changes in life experiences of adults with intellectual disabilities in the COVID-19 pandemics in South Korea

“…For example, peer mentoring programs can help build their motivation and confidence to engage in relationships with people without ID. 31 …”

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

“…Peer mentoring involves either formal or informal supportive relationships between two individuals that are aimed to improve social interactions in academic or community environments (Griffin, Wendel, et al, 2016). While the majority of research on peer mentoring programs has been conducted in the K–12 setting (e.g., peer-mediated interventions), more recent research has reported the positive impact of peer mentoring programs on young adults with and without IDD on college campuses as well (Athamanah et al, 2019; Carter et al, 2019; Griffin, Mello, et al, 2016; Harrison et al, 2019).…”

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

“…In fact, many participants noted they may not have met their friend in other settings or environments within their daily routine. 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).…”

“…Such outcomes have led to strong calls for more inclusion in schools to help foster the development of friendships as they age (Friedman & Rizzolo, 2018; Webster & Carter, 2007). Despite the push for inclusion, there is still little research examining how friendships develop and maintain between older individuals with and without disabilities (Athamanah et al, 2019).…”

“…Due to the dyadic nature of friendships, consideration of the friend with intellectual and developmental disabilities' perspective is crucial to our overall understanding of the development and maintenance of friendships between individuals with and without disabilities. Individuals with intellectual and developmental disabilities may perceive or experience friendships differently from individuals without disabilities (Athamanah et al, 2019). For example, compared to individuals without disabilities, fewer individuals with ASC included intimacy, companionship, or affection in their definition of friendship (Bauminger & Kasari, 2000); yet similarities included mention of mutual benefits and similar interests as critical components to friendship (Daniel & Billingsley, 2010; Howard et al, 2006).…”