Show simple item record

dc.contributor.authorWebster, AA
dc.contributor.authorCarter, M
dc.date.accessioned2017-05-03T16:02:18Z
dc.date.available2017-05-03T16:02:18Z
dc.date.issued2013
dc.date.modified2014-08-28T22:15:34Z
dc.identifier.issn1366-8250
dc.identifier.doi10.3109/13668250.2012.743650
dc.identifier.urihttp://hdl.handle.net/10072/49222
dc.description.abstractBackground One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers. Relatively few researchers have examined the features of the range of relationships that children with developmental disabilities form in inclusive school settings. Method Interviews were conducted with 25 children with developmental disabilities, aged 5 and 12 years, their 3 closest peers, parents and teachers to examine six types of relationships. Results Behaviours associated with general friendship and acquaintance were the most commonly reported. Few dyads reported high rates of behaviour associated with special treatment, helping, ignoring or intimate best friend relationships. Conclusions The relationships of the majority of dyads were characterised by friendship or acceptance, but evidence for more intimate relationships was limited. An important direction for future research is the examination of ways to encourage more intimate relationships.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent194881 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherInforma Healthcare
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto11
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Intellectual and Developmental Disability
dc.relation.ispartofvolume38
dc.rights.retentionY
dc.subject.fieldofresearchClinical sciences
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchSocial work
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode3202
dc.subject.fieldofresearchcode390411
dc.subject.fieldofresearchcode4409
dc.subject.fieldofresearchcode4410
dc.titleA descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2013 Informa Healthcare. This is an electronic version of an article published in Journal of Intellectual and Developmental Disability, Vol. 38, No. 1 , Pages 1-11, 2013. Journal of Intellectual and Developmental Disability is available online at: http://informahealthcare.com with the open URL of your article.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorWebster, Amanda


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record