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. 2016Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
| NEUROTYPICAL | SECONDARY SCHOOL AGE | FRIENDSHIPS | SOCIAL INTERACTION | PERSPECTIVES | PARENTS | TEACHERSOnline resources: Read this Article 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.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W008486 |
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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