The Development of Friendships in Youth with Disabilities
Overview
The purpose of this project was to better understand friendships for children with disabilities. This project investigated the number of friends a child has and developed an understanding of how family-orchestrated activities alter/affect the social outcomes associated with students with disabilities who attend inclusive versus segregated classrooms. Center staff conducted a study to learn about the social connectedness and friendships of students in grades K-6, and compared the experiences of youngsters whose school placements are largely inclusive to others in the same school district whose placements are largely segregated. Parents of students with disabilities in grades K-6 in the state of Connecticut were eligible to participate. Elementary and middle schools, as well as other agencies such as the Down Syndrome Network, were contacted in order to email their respective listserves or distribute information to parents who were willing to participate. The survey was available primarily online with a paper alternative.
The aim of this study was to determine not only whether students in inclusive settings experienced a different degree or quality of social connectedness than those in segregated settings, but also to learn about the frequencies of various pathways leading to social connections or friendships for youngsters with disabilities.
Accomplishments
- A study was conducted with parents of children with disabilities in grades K – 6.
- Findings were analyzed and results were disseminated.
Publications and Resources
Documents are in PDF.
Questions
If you have questions regarding this project, please contact:
University of Connecticut
Center for Developmental Disabilities
270 Farmington Avenue
Farmington, CT 06030
Phone: 860-679-1500
Fax: 860-679-1571