Characteristics of Friendships Between Children with and without Mild Disabilities

Friendship is a very important component in human lives, but it is difficult for children with disabilities to make friends with their typical peers. This study investigated quality of play behaviors in friendships between children with and without disabilities and analyzed how typical peers perceive friendships with children with disabilities. Fifteen pairs of children with and without disabilities who chose each other as friends were selected in elementary regular classrooms. Fifteen pairs of children without disabilities and their normal friends were also selected. Each pair’s play behaviors were observed twice for 30 minutes. Then children without disabilities were interviewed about their perception of friendship with their friends with disabilities. Results showed that play role and positive/neutral affect of dyads without and with disabilities was different from dyads of normal peers. Children without disabilities perceived children with disabilities as playing mates, but they noted that limitations in communication, as well as behavior problems made it difficult to maintain friendship. Future research directions were discussed. Authors have been concerned about friendships that develop within regular education settings between children with disabilities and their typical classmates (Evan & Richardson, 1989; Siperstein, Leffert, & Wenz-Gross, 1997). Recent studies suggested that both students with and without disabilities have social benefits from support being provided in general education placement (Freeman & Kasari, 1998; Kennedy, Shukla, & Fryxell, 1997; Peck, Donaldson, & Pezzoli, 1990). Children with disabilities experience social relationships, as indicated by rejected or neglected social status (Sale & Carey, 1995; Taylor, Asher, & Williams, 1987) or positive or average social status in the regular education classroom (Siperstein & Leffert, 1997). During preadolescent years, children with disabilities have been low in social status (Coben & Zigmond, 1986; Jenkinson, 1983; Nabuzoka & Smith, 1993), and viewed as less socially acceptable by their peers with typical abilities (Marotz Ray, 1985). On the other hand, students with disabilities often appeared to have success in making friendships with typical peers. Students with disabilities spent more time participating in activities with their typical peers, received higher proportions of social initiations, and had richer friendship networks in regular education classrooms (Fryxell & Kennedy, 1995; Hunt, Staub, Alwell, & Goetz, 1994). Friendship plays an important role in children’s social development and well being (Siperstein et al., 1997). Especially, preadolescent children expand conceptions of friendship to include more mature dimensions (i.e., mutual support, loyalty, and affection; Bigelow & La Gaipa, 1980; Furman & Bierman, 1983). In addition, children exhibit predominantly same-sex of friendship formation (Hartup, 1992; Lewis & Feiring, 1989). Prior to adolescence, children’s social relationships, especially, their friendships with peers are important in their school life. Friendship is described as reciprocal liking and behavioral involvement between people (Hall & McGregor, 2000; Howes, 1990; Salisbury & Palombaro, 1998; Siperstein et al., 1997; Stainback & Stainback, 1987). In order to determine if a friendship exists, several reCorrespondence concerning this article should be addressed to SoHyun Lee, Department of Special Education, Ewha Womans University at Seoul, South Korea. This research was supported by Brain Korea 21 Project from Korea Ministry of Education and Human Resources. Education and Training in Developmental Disabilities, 2003, 38(2), 157–166 © Division on Developmental Disabilities Friendships Between Children / 157 searchers suggested use of multiple measures such as sociometric measures, observations of social interaction and interviews (Buysse, 1993; Hall & McGregor; Hunt, Alwell, FarronDavis, & Goetz, 1996; Stainback & Stainback, 1985). Reciprocal liking is typically measured by sociometric instruments (Stainback & Stainback, 1987). From a sociometric perspective, reciprocal liking is seen as two or more individuals’ nominating each other as friends. Hall and McGregor (2000) insisted that mutual nominations are clear indicators of friendships. Behavioral involvement is usually measured by directly observing children’s social behaviors using observational methodology. Direct observation has been shown to be effective in assessing the social behaviors of children ages 10 to 13 years (Cole, Vandercook, & Rynders, 1988; Hall & McGregor, 2000; Marotz Ray, 1985; Roberts & Zubrick, 1992; Shulman, Elicker, & Sroufe, 1994). Observation can reveal if children interact verbally/physically, show active/passive roles and exhibit positive/ neutral/negative affect in relationships involving classmates with disabilities relative to typical peers. The interview is designed to reveal children’s perspectives on relationships by asking children to report their friendships with peers. It is important to determine if children’s interaction is sharing, helping or caring, if children identify their classmates as “friends,” and if they use positive adjectives to describe peers with disabilities. The literature has addressed specific areas as critical in increasing friendship opportunities at school. These areas are (a) the nature of friendship interactions between children with and without disabilities (Bergen, 1993; Hall & McGregor, 2000; Kishi & Meyer, 1994; Newcomb & Bagwell, 1995; Siperstein et al., 1997; Staub, Schwartz, Gallucci, & Peck, 1994), (b) impact of placement on the nature of social relationships and friendships (Buysse, 1993; Freeman & Kasari, 1998; Fryxell & Kennedy, 1995; Hunt et al., 1994; Kennedy et al., 1997); (c) social competence to establish and maintain good relationships with typical peers (Fujiki, Brinton, & Todd, 1996; Gertner, Rice, & Hadley, 1994), and (d) strategies teachers and parents can use to facilitate friendships (Buysse, 1993; Kishi & Meyer; Salisbury, Gallucci, Palombaro, & Peck, 1995; Turnbull, Pereira, & Blue-Banning, 1999). Typical children display a distinctive pattern of interaction with peers who have disabilities (Newcomb & Bagwell, 1995; Freeman & Kasari, 1998; Siperstein et al., 1997). Typical children interact verbally toward children with disabilities more than children without disabilities. They also show more positive affect to typical children than children with disabilities. Typical children show an unbalanced division of roles when they interact with children with and without disabilities. Kishi and Meyer (1994) reported that types of social interaction frequently mentioned in social interaction between children with and without disabilities were playing, and teaching/helping. Other researchers also reported that children with typical abilities acted as helpers, caregivers or tutors of the children with disabilities (Hall & McGregor, 2000; Kishi & Meyer; Staub et al., 1994). Several authors have expressed concern that interaction between children with disabilities and their peers without disabilities may resemble care giving relationships rather than friendships (Bergen, 1993). Previous studies have indicated that general education participation increases social interactions between students with and without disabilities (Freeman & Kasari, 1998; Fryxell & Kennedy, 1995; Hunt et al., 1994; Kennedy et al., 1997). Children with disabilities have demonstrated weak social-interaction skills in regular classes (Fujiki, Brinton, Hart, & Fitzgerald, 1999; Siperstein et al., 1997; Stainback & Stainback, 1987; Strain, 1982). Several authors have been concerned about presence of inappropriate social behaviors (Peck et al., 1990), difficulties in accessing or ongoing interactions (Brinton, Fujiki, Spencer, & Robinson, 1997; Craig & Washington, 1993), communication difficulties (Fujiki et al.) and socialcognitive abilities (Siperstein et al.). Because of deficiencies of social competence, many children with disabilities seem to have an especially difficult time establishing and maintaining good relationships with peers. Investigation of relationships between children with and without disabilities has centered on clarifying how children with disabil158 / Education and Training in Developmental Disabilities-June 2003 ities relate to their peers within regular classrooms. Typical children reported having reciprocal friendships with children who have disabilities (Siperstein et al., 1997; Zetlin & Murtaugh, 1988). However, previous studies did not verify the differences between friendships with peers without disabilities and friendships with peers with disabilities. Hall and McGregor (2000) indicated that research that evaluates peer relationships during the upper elementary grades has rarely included observations of interactions. Siperstein et al. also insisted that the characteristics typical students display in the upper elementary grades should be observed from peer relationships involving students with disabilities. There is little information on friendships that form between children with and without disabilities in regular education classrooms in South Korea. Therefore, this study was designed to clarify the characteristics of these relationships during the upper elementary grades by using multiple measures (sociometric measures, observations of social interaction and interviews). This study included observations of interactions between students with and without disabilities for normative comparisons. In order to facilitate social competence in school contexts, educators need to understand the nature and impact of peer relationships in typically developing children and in children with disabilities. Thus, the purpose of this study was to investigate typical children’s social interaction and perceptions of friendships with friends with and without disabilities in preadolescent years. First, this study examined the nature of friendship interactions between dyads of children when a child with typical abilities (no disabilities) was paired with either a child with a disability or another child with typical abilities. Second, it investigated how typical children perceive social relationships with children who have disabilities.