Social learning and developing friendship with peers for children with intellectual disability
The fourth chapter deals with social learning in relation to the development of friendship between people with intellectual disabilities and their peers. Friendships for children with intellectual disabilities are probably just as important as for children of normal development. Initially, research is presented, which examines the preferences and friendships with peers in children with intellectual disabilities. Research shows that the latter clearly develop a friendship, but the majority of these children are involved in a more one-sided (one-sided) manifestation of friendship with qualitatively differentiated characteristics (Freeman & Kasari, 2002. Guralnick, Neville, Hammond, & Connor, 2007). On the other hand, it is commented that the parents of children with intellectual disabilities often want experiences in a less restrictive environment, together with children of normal development, in order for their children to learn from "good role models" and to develop friendships (Kasari, Freeman, Bauminger, & Alkin, 1999). However, research on the impact of integration on the social development of these children has shown conflicting results (Feldman, Carter, Asmus, & Brock, 2016). This is because the entry and physical presence of children with intellectual disabilities in school does not automatically imply their social inclusion. In addition, various aspects of friendship are presented, such as intimacy and homophobia (Hodapp & Fidler, 2016), the role of intervention mediator (Feldman et al., 2016. Kasari et al., 2012), as well as the degree of generalization of social skills and their evolution into community-friendly relationships (Chang et al., 2016).
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|Bibliographic Citation:||Giaouri, S., Alevriadou, A., & Rachanioti, E. (2022). Social learning and developing friendship with peers for children with intellectual disability [Chapter]. In Giaouri, S., Alevriadou, A., & Rachanioti, E. 2021. Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education [Undergraduate textbook]. Kallipos, Open Academic Editions. chapter 4. http://hdl.handle.net/11419/8037|
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Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education
Kallipos, Open Academic Editions
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