Peer Relationships as Support for Children with Disabilities

Abstract

This article reports the results of a study to determine what mothers of children with disabilities considered important social goals and valid measures of success for their children concerning friendship development. Three focus groups were convened, consisting of 11 mothers of elementary-age students with various disabilities. A thematic analysis suggested 9 peer-specific friendship goals for children with disabilities and 3 broader goals to which friendship was perceived to contribute. Assessment of outcomes would be expected to include indicators of both types of goals, and specific indicators were suggested along the dimensions of (a) quantity and breadth of contacts, (b) affect or quality of relationships, (c) duration and stability of relationships, (d) level of independence of action, (e) consistency with parental expectations, and (f) contribution to overall adjustment. Implications of this research are discussed for teachers, administrators, program and curriculum developers, and researchers. The authors conclude that efforts to affect the peer relationships of children with disabilities in meaningful ways should consider the impact relative to these parental goals and should be based upon indicators that parents consider relevant and credible.