Parent perspectives of peer relationships and friendships in integrated and specialized programs.
In-depth interviews of a large community-based sample of mothers of preschool-age children with established disabilities and those classified as at-risk were conducted focusing on issues of children's peer relations and friendships. Results revealed that mothers of children enrolled in both integrated and specialized programs perceived their respective settings as valuable for the development of their child's peer relations and friendships. Mothers of children in integrated settings reported that their child played better and was more social due to the participation of children without special needs. A similar pattern was obtained for mothers of children enrolled in specialized programs in response to a hypothetical situation. Nevertheless, both groups of mothers were clearly concerned about peer rejection and noted the importance of having other children with special needs in the program available as a means of promoting tolerance and acceptance.
Guralnick
M J
MJ
Child Development and Mental Retardation Center, University of Washington, Seattle 98195, USA.
Connor
R T
RT
Hammond
M
M
D001290:Attitude; D002675:Child, Preschool; D003147:Communication Disorders / Q000523:psychology / Q000534:rehabilitation; D006233:Persons with Disabilities / Q000523:psychology*; D018479:Early Intervention, Educational; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000534:rehabilitation*; D007398:Interpersonal Relations; D008282:Mainstreaming, Education; D008297:Male; D009035:Mothers / Q000523:psychology*; D010379:Peer Group; D010552:Personality Assessment; D012059:Rejection, Psychology; D012917:Social Adjustment; D012931:Social Environment