Self-assessment of relationships with peers in children with intellectual disability

By: Zic, A.
Contributor(s): Igric, L.
Series: Journal of Intellectual Disability Research 45 (3) 2001: 202-211.Publisher: 2001Content type: text Media type: unmediated Carrier type: volume Subject(s): PEERS | PEER RELATIONSHIPS | INTERACTION | SOCIAL INTERACTION | INTELLECTUAL DISABILITY | SELF EVALUATION | PRIMARY SCHOOL AGE | RELATIONSHIPSSummary: This study examined self-assessment of relationships with peers by children with intellectual disability and children from the general population. Results showed that peers frequently and more often refuse to study, sit together in class or socialise after class with children with intellectual disability than is the case for children without intellectual disability.
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This study examined self-assessment of relationships with peers by children with intellectual disability and children from the general population. Results showed that peers frequently and more often refuse to study, sit together in class or socialise after class with children with intellectual disability than is the case for children without intellectual disability.

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