A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings

Abstract

Background 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 disability form in inclusive school settings.

Method Interviews were conducted with 25 children with developmental disability, aged 5 and 12 years, their 3 closest peers, and parents and teachers to examine 6 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 of more intimate relationships was limited. An important direction for future research is the examination of ways to encourage more intimate relationships.

Keywords:

• relationships
• children
• developmental disability
• peers

Author note

This paper was completed in association with a wider research project as a part of the requirements of a PhD by the first author and under the supervision of the second author. We certify that this project did not receive any external funding and no restrictions have been imposed on free access to, or publication of, the research data.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.