Friendships of preschool children with disabilities in inclusive settings: the role of child, adult, and program characteristics

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  • March 20, 2019
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  • West, Tracey
    • Affiliation: School of Education
Abstract
  • The expectation that children with disabilities will form friendships with their peers is a key premise of inclusion. This study examined the association between child, adult, and program characteristics and the number of friends of preschool children with disabilities in inclusive settings. The study included 143 children with a range of type (e.g., developmental delay, speech and language disorders, autism/PDD) and severity of disability (mild, moderate, and severe) enrolled in four models of inclusive programs: Public School, Head Start, Community-based, and Blended. The majority of children, across type and severity of disability, were found to have at least one teacher-reported friend and to increase their number of friends across the school year. Aspects of program and adult characteristics found to be associated with higher numbers of friends for children with disabilities include the general quality of the early childhood program, the quality of inclusion, and active facilitation of learning.
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  • In Copyright
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  • Odom, Samuel L.
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  • Open access
Date uploaded
  • October 11, 2010

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