Observations of relationships between children with developmental disabilities and peers in inclusive settings

TL;DRAbstract

The importance of social versus functional integration for children with developmental disabilities has been widely discussed in the literature. Although a great deal of research has been conducted to describe the features of relationships and friendships between typical preschool and primary school children, very little research has attempted to apply the same quantitative process to defining the relationships that children with developmental disabilities develop with their peers in inclusive settings. This article discusses the results of research conducted in Alice Springs, Australia, in which playground observations were used to systematically describe the social relationships of 25 children with developmental disabilities with 74 peers in area preschool and primary schools. For each target child, teachers and target children identified three friends or children with whom they interacted most frequently. Observations were conducted over three sessions during recess or lunch times t

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