733
Views
2
CrossRef citations to date
0
Altmetric
Articles

Do you want to play with me? Acceptance and preference dilemmas in choosing playmates with physical disability

ORCID Icon
Pages 947-963 | Received 06 Jul 2020, Accepted 15 Sep 2020, Published online: 26 Sep 2020

References

  • Asher, S. R., MacEvoy, J. P., & McDonald, K. L. (2008). Children’s peer relations, social competence, and school adjustment: A social tasks and social goals perspective. Advances in Motivation and Achievement, 15, 357–390.
  • Avramidis, E. (2013). Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28(4), 421–442.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the Development of Children, 2(1), 37–43.
  • Carvalho, M., Perry, A., Bebko, J., & Minnes, P. (2014). Brief report: Social inclusion of Ontario children with developmental disabilities in community settings. Journal on Developmental Disabilities, 20(3), 88–93.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Abingdon: Routledge.
  • Koller, D., Pouesard, M. L., & Rummens, J. A. (2018). Defining social inclusion for children with disabilities: A critical literature review. Children & Society, 32(1), 1–13.
  • Demetriou, K. (2019). Intentions of children without disabilities to form friendship with peers with physical disability: A small-scale study. Early Child Development and Care, doi:https://doi.org/10.1080/03004430.2019.1697246
  • Diamond, K. E. (1994). Factors in preschool children's social problem-solving strategies for peers with and without disabilities. Early Childhood Research Quarterly, 9(2), 195–205.
  • Diamond, K. E. (2001). Relationships among young children's ideas, emotional understanding, and social contact with classmates with disabilities. Topics in Early Childhood Special Education, 21(2), 104–113.
  • Diamond, K. E., & Hestenes, L. L. (1996). Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others. Topics in Early Childhood Special Education, 16(4), 458–475.
  • Diamond, K. E., Hestenes, L. L., Carpenter, E. S., & Innes, F. K. (1997). Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. Topics in Early Childhood Special Education, 17(4), 520–536.
  • Diamond, K. E., & Hong, S. Y. (2010). Young children’s decisions to include peers with physical disabilities in play. Journal of Early Intervention, 32(3), 163–177.
  • Diamond, K. E., & Huang, H. H. (2005). Preschoolers' ideas about disabilities. Infants & Young Children, 18(1), 37–46.
  • Diamond, K. E., Huang, H.-H., & Steed, E. A. (2011). The development of social competence in children with disabilities. In P. K. Smith, & C. H. Hart (Eds.), Handbook of social development (pp. 627–645). London: Blackwell.
  • Diamond, K. E., & Kensinger, K. R. (2002). Vignettes from Sesame Street: Preschooler’s ideas about children with Down syndrome and physical disability. Early Education and Development, 13, 409–422.
  • Diamond, K. E., & Tu, H. (2009). Relations between classroom context, physical disability and preschool children's inclusion decisions. Journal of Applied Developmental Psychology, 30(2), 75–81.
  • Dyson, L. L. (2005). Kindergarten children's understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25(2), 95–105.
  • Estell, D. B., Jones, M. H., Pearl, R., & Van Acker, R. (2009). Best friendships of students with and without learning disabilities across late elementary school. Exceptional Children, 76(1), 110–124.
  • Fisher, P., & Goodley, D. (2007). The linear medical model of disability: Mothers of disabled babies resist with counter-narratives. Sociology of Health & Illness, 29(1), 66–81.
  • Gasser, L., Malti, T., & Buholzer, A. (2014). Swiss children's moral and psychological judgments about inclusion and exclusion of children with disabilities. Child Development, 85(2), 532–548.
  • Gibson, W., & Brown, A. (2009). Working with qualitative data. London: Sage.
  • Glasman, L. R., & Albarracin, D. (2006). Forming attitudes that predict future behavior: A meta-analysis of the attitude-behavior relation. Psychological Bulletin, 132(5), 778.
  • Hall, L. J., & McGregor, J. A. (2000). A follow-up study of the peer relationships of children with disabilities in an inclusive school. The Journal of Special Education, 34, 114–125.
  • Hestenes, L. L., & Carroll, D. E. (2000). The play interactions of young children with and without disabilities: Individual and environmental influences. Early Childhood Research Quarterly, 15(2), 229–246.
  • Hong, S. Y., Eum, J., Long, Y., Wu, C., & Welch, G. (2020). Typically developing preschoolers’ behavior toward peers with disabilities in inclusive classroom contexts. Journal of Early Intervention, 42(1), 49-68.
  • Hong, S. Y., Kwon, K. A., & Jeon, H. J. (2014). Children's attitudes towards peers with disabilities: Associations with personal and parental factors. Infant and Child Development, 23(2), 170–193.
  • Howes, C. (2009). Friendship in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 180–194). New York, NY: Guilford Press.
  • Huckstadt, L. K., & Shutts, K. (2014). How young children evaluate people with and without disabilities. Journal of Social Issues, 70(1), 99–114.
  • Killen, M., & Rutland, A. (2011). Children and social exclusion: Morality, prejudice and group identity. New York: Wiley/Blackwell.
  • Killen, M., & Smetana, J. (1999). Social interactions in preschool classrooms and the development of young children’s conceptions of the personal. Child Development, 70, 486–501.
  • Killen, M., & Stangor, C. (2001). Children’s social reasoning about inclusion and exclusion in gender and race peer group contexts. Child Development, 72, 174–186.
  • Kishi, G. S., & Meyer, L. H. (1994). What children report and remember: A six-year follow-up of the effects of social contact between peers with and without severe disabilities. Journal of the Association for Persons with Severe Handicaps, 19(4), 277–289.
  • Kohlberg, L. (1958). The development of modes of thinking and choices in years 10 to 16 (Unpublished Doctoral thesis). University of Chicago, Chicago.
  • Koster, M., Pijl, S. J., Nakken, H., & Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59–75.
  • Laws, G., & Kelly, E. (2005). The attitudes and friendship intentions of children in United Kingdom mainstream schools towards peers with physical or intellectual disabilities. International Journal of Disability, Development and Education, 52(2), 79–99.
  • Lindsay, S., & McPherson, A. C. (2012). Experiences of social exclusion and bullying at school among children and youth with cerebral palsy. Disability and Rehabilitation, 34, 101–109.
  • Magiati, I., Dockrell, J. E., & Logotheti, A. E. (2002). Young children’s understanding of disabilities: The influence of development, context, and cognition. Journal of Applied Developmental Psychology, 23, 409–430.
  • Meyer, L. E., & Ostrosky, M. M. (2016). Impact of an affective intervention on the friendships of kindergarteners with disabilities. Topics in Early Childhood Special Education, 35(4), 200–210.
  • Mikami, A. Y., Griggs, M. S., Reuland, M. M., & Gregory, A. (2012). Teacher practices as predictors of children's classroom social preference. Journal of School Psychology, 50(1), 95–111.
  • Murray, C., & Pianta, R. C. (2007). The importance of teacher–student relationships for adolescents with high incidence disabilities. Theory Into Practice, 46(2), 105–112.
  • Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D., & Riall, A. (2005). A cross-cultural examination of typically developing children's attitudes toward individuals with special needs. International Journal of Disability, Development and Education, 52(2), 101–119.
  • Okagaki, L., Diamond, K. E., Kontos, S. J., & Hestenes, L. L. (1998). Correlates of young children's interactions with classmates with disabilities. Early Childhood Research Quarterly, 13(1), 67–86.
  • Oliver, M. (1996). Defining impairment and disability: Issues at stake. In C. Barnes, & G. Mercer (Eds.), Exploring the Divide (pp. 29–54). Leeds: The Disability Press.
  • Parten, M. B. (1932). Social participation among pre-school children. Journal of Abnormal and Social Psychology, 27, 243–269.
  • Phtiaka, H. (2005). Children with special needs in the ordinary classroom: teachers’ and peers’ views. Paper presented at the Inclusive and Supportive Education Congress International Special Education Conference “Inclusion: Celebrating Diversity?”, Glasgow, Scotland.
  • Pijl, S. J., & Frostad, P. (2010). Peer acceptance and self-concept of students with disabilities in regular education. European Journal of Special Needs Education, 25, 93–105.
  • Rossetti, Z., & Keenan, J. (2018). The nature of friendship between students with and without severe disabilities. Remedial and Special Education, 39(4), 195–210.
  • Rubin, K. H., Lynch, D., Coplan, R., Rose-Krasnor, L., & Booth, C. L. (1994). “Birds of a feather…”: Behavioral concordances and preferential personal attraction in children. Child Development, 65(6), 1778–1785.
  • Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In R. M. Lerner, M. H. Bornstein, & T. Leventhal (Eds.), Handbook of child psychology and developmental science (pp. 175–222). Hoboken, NJ: John Wiley & Sons, Inc.
  • Runswick-Cole, K., Goodley, D., & Lawthom, R. (2018). Resilience in the lives of disabled children: A many splendoured thing. In K. Runswick-Cole, T. Curran, & K. Liddiard (Eds.), The Palgrave handbook of disabled children’s childhood studies (pp. 425–442). London: Palgrave Macmillan.
  • Seničar, M., & Kobal Grum, D. (2012). Self-concept and social support among adolescents with disabilities attending special and mainstream schools. Hrvatska Revija za Rehabilitacijska Istraživanja, 48(1), 73–83.
  • Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children’s use of social categories in thinking about people and social relationships. Journal of Cognition and Development, 14, 35–62.
  • Theimer, C. E., Killen, M., & Stangor, C. (2001). Young children's evaluations of exclusion in gender-stereotypic peer contexts. Developmental Psychology, 37(1), 18.
  • Van Hooser, K. N. (2009). An investigation of preschool-aged children's perceptions of their peers with a disability. Doctoral thesis submitted to Iowa State University. Iowa: Iowa State University
  • Werner, S., Peretz, H., & Roth, D. (2015). Children’s attitudes toward children with and without disabilities. Early Childhood Research Quarterly, 33, 98–107.
  • Yıldırım Hacıibrahimoğlu, B., & Ustaoğlu, A. (2020). The acceptance of Turkish kindergarten children toward children with disabilities. European Early Childhood Education Research Journal, doi:https://doi.org/10.1080/1350293X.2020.1755497

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.