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Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

By: Rossetti, Zachary.
Contributor(s): Lehr, Donna | Huang, Shuoxi | Ghai, Jessica | Harayama, Nancy.
Series: Inclusion 4 (4) December 2016: 239-256. 2016Subject(s): INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | NEUROTYPICAL | SECONDARY SCHOOL AGE | FRIENDSHIPS | SOCIAL INTERACTION | PERSPECTIVES | PARENTS | TEACHERSOnline resources: Click to read article online IHC Library Members Summary: Notes that friendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent and teacher perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day.
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Notes that friendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent and teacher perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day.

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