Friendships of Preschoolers with Disabilities in Community-Based Child Care Settings

Abstract

This study explored issues related to friendship among 58 preschoolers with disabilities in inclusive settings. The children were placed in 27 community programs consisting of typical child care centers in North Carolina, rather than in university-based centers or model integration programs. Friendship status was determined through a written questionnaire, by asking parents and teachers to identify and describe children's peer relationships. Peer relationships were categorized into three types: mutual friendships, unilateral relationships, and no friendships or unilateral relationships. The majority of children were found to have at least one mutual friend. Aspects of the child including diagnosis, developmental level, and specific behavioral characteristics (e.g., goal directedness, responsiveness, activity level) were found to be associated with friendship status in these children. Additional factors reported to influence the ability to establish meaningful relationships included characteristics of the friend, similarities between the child and the friend, the opportunity to spend time together, and features of the inclusive environment.