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Social relationships and friendships of children with developmental disabilities: Implications for inclusive settings. A systematic review

Journal Article


Abstract


  • Background: The engagement of children with developmental disabilities (DD) in social relationships with typically developing peers has become increasingly important as inclusive practices have become more the norm than the exception. This paper provides an overview of the research on social relationships between these two groups. Method: Studies were included if they provided a naturalistic examination of the relationships between children with DD (from the age of 3 years to school exit) and peers they have met in school or in age-appropriate educational settings. Results: A total of 36 studies are reviewed, providing a framework for analysis of the relevant research, with a particular focus on implications for inclusive settings. Three specific areas are addressed: (a) features of social relationships; (b) types of social relationships and roles assumed by the individuals involved; and (c) the existence and nature of friendship within these relationships. Conclusion: Research on relationships between children with DD and their peers in inclusive settings is patchy, limited in context, and non-linear in its development. Directions for future research are discussed, together with a range of methodological issues that should be considered. © 2007 Australasian Society for the Study of Intellectual Disability Inc.

Publication Date


  • 2007

Citation


  • Webster, A. A., & Carter, M. (2007). Social relationships and friendships of children with developmental disabilities: Implications for inclusive settings. A systematic review. Journal of Intellectual and Developmental Disability, 32(3), 200-213. doi:10.1080/13668250701549443

Scopus Eid


  • 2-s2.0-34548824100

Web Of Science Accession Number


Start Page


  • 200

End Page


  • 213

Volume


  • 32

Issue


  • 3

Abstract


  • Background: The engagement of children with developmental disabilities (DD) in social relationships with typically developing peers has become increasingly important as inclusive practices have become more the norm than the exception. This paper provides an overview of the research on social relationships between these two groups. Method: Studies were included if they provided a naturalistic examination of the relationships between children with DD (from the age of 3 years to school exit) and peers they have met in school or in age-appropriate educational settings. Results: A total of 36 studies are reviewed, providing a framework for analysis of the relevant research, with a particular focus on implications for inclusive settings. Three specific areas are addressed: (a) features of social relationships; (b) types of social relationships and roles assumed by the individuals involved; and (c) the existence and nature of friendship within these relationships. Conclusion: Research on relationships between children with DD and their peers in inclusive settings is patchy, limited in context, and non-linear in its development. Directions for future research are discussed, together with a range of methodological issues that should be considered. © 2007 Australasian Society for the Study of Intellectual Disability Inc.

Publication Date


  • 2007

Citation


  • Webster, A. A., & Carter, M. (2007). Social relationships and friendships of children with developmental disabilities: Implications for inclusive settings. A systematic review. Journal of Intellectual and Developmental Disability, 32(3), 200-213. doi:10.1080/13668250701549443

Scopus Eid


  • 2-s2.0-34548824100

Web Of Science Accession Number


Start Page


  • 200

End Page


  • 213

Volume


  • 32

Issue


  • 3