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Friendships of adolescents with physical disabilities attending inclusive high schools/ Margaret Jamieson, Nancy L. Hutchinson, Jennifer Taylor, Kelly P. Westlake, Derek Berg, Will Boyce

By: JAMIESON M.
Contributor(s): Hutchinson NL | Boyce W | Berg D | Westlake KP | Taylor, Jackie.
Material type: materialTypeLabelArticle Media type: Article Subject(s): Adolescents | Amistat | escoles | Infants discapacitats | Relacions humanes | Relacions interpersonals | Teràpia OcupacionalOnline resources: Accés restringit usuaris EUIT In: CANADIAN JOURNAL OF OCCUPATIONAL THERAPY 2009 DES; 76 (5)Summary: Background. Adolescents with physical disabilities (PD) report difficulties making friends. Education in inclusive high schools may help to minimize these challenges. Purpose. This paper begins to answer the question: What is the nature of the friendships of adolescents with PD attending inclusive high schools? Methods. Standard qualitative methods were used to analyze the data of three multi-perspective case studies that included interviews of three adolescents with PD and their nominated friends, parents, and teachers. Based on these analyses, we describe the activities and the quality of the adolescents’ interactions and relationships. Findings. Three unique patterns of friendship were identified: an extensive network of friendships, a core group of friends with an avid interest, and few friendships in or out of school. Implications. Successful development of friendships among adolescents with and without PD is complex and influenced by personal, environmental, interactional, and relationship factors.
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Journal article Journal article Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa
En línia Exclòs de préstec ART-33875

Background. Adolescents with physical disabilities (PD) report difficulties making friends. Education in inclusive high schools may help to minimize these challenges. Purpose. This paper begins to answer the question: What is the nature of the friendships of adolescents with PD attending inclusive high schools? Methods. Standard qualitative methods were used to analyze the data of three multi-perspective case studies that included interviews of three adolescents with PD and their nominated friends, parents, and teachers. Based on these analyses, we describe the activities and the quality of the adolescents’ interactions and relationships. Findings. Three unique patterns of friendship were identified: an extensive network of friendships, a core group of friends with an avid interest, and few friendships in or out of school. Implications. Successful development of friendships among adolescents with and without PD is complex and influenced by personal, environmental, interactional, and relationship factors.

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