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

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.

Keywords:

• relationships
• friendships
• children
• developmental disabilities
• school

Notes

1. A table providing a more detailed overview of the research examined is available from http://www.aces.mq.edu.au/downloads/Supplementary_Table.pdf.