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

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 relation...

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Bibliographic Details
Published in:Journal of intellectual & developmental disability 2007-09, Vol.32 (3), p.200-213
Main Authors: Webster, Amanda A., Carter, Mark
Format: Article
Language:English
Subjects:
Case Studies
Child
Children
Children with disabilities
Developmental Disabilities
Developmental Disabilities - psychology
Developmentally disabled children
Elementary Secondary Education
Friendship
friendships
Human relations
Humans
Inclusion
Inclusive Schools
Interpersonal Relations
Interpersonal Relationship
Meta analysis
Peer assessment
Peer Group
Peers
Personal relationships
Primary students
relationships
school
Schools
Secondary students
Social Behavior
Social Integration
Social relationships
Systematic review
Systematic reviews
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Summary: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.
ISSN:1366-8250
1469-9532
DOI:10.1080/13668250701549443