A follow-up study of the peer relationships of children with disabilities in an inclusive school

This study, provides a description of the peer relationships that developed between three male children with disabilities and their nondisabled peers in an inclusive setting. Multiple methods were employed during kindergarten /Grade 1, and again during upper elementary grades (10-13 years of age) for the same three children, including direct observation, sociometric nominat ions, and peer interviews. Results revealed that each of the three children with disabilities was selected as a playmate by male and female classmates during both time periods and that some play activities and social behavior s were similar to those of typical peers. The gender composition of playmat es remained the same from entry to upper elementary grades for all three fo cal children, whereas typical peers demonstrated a strong preference for sa me-gender playmates. In addition, during upper elementary grades each of th e children with disabilities received few total nominations on the sociomet ric measure, which represented a change in social status for two of the boy s. Although peer relationship patterns varied, overall there were fewer rec iprocal peer relationships during the upper elementary grades.