A Follow-Up Study of the Peer Relationships of Children with Disabilities in an Inclusive School

Abstract

This study provides a description of the peer relationships that developed between three male children with disabilities and their nondisabled peers in an inclusive setting. Multiple methods were employed during kindergarten/Grade 1, and again during upper elementary grades (10-13 years of age) for the same three children, including direct observation, sociometric nominations, and peer interviews. Results revealed that each of the three children with disabilities was selected as a playmate by male and female classmates during both time periods and that some play activities and social behaviors were similar to those of typical peers. The gender composition of playmates remained the same from entry to upper elementary grades for all three focal children, whereas typical peers demonstrated a strong preference for same-gender playmates. In addition, during upper elementary grades each of the children with disabilities received few total nominations on the sociometric measure, which represented a change in social status for two of the boys. Although peer relationship patterns varied, overall there were fewer reciprocal peer relationships during the upper elementary grades.