Children, Youth, Families & Schools, Nebraska Center for Research on

 

ORCID IDs

Soo-Young Hong

Document Type

Article

Date of this Version

2008

Citation

Exceptionality (2008) 16: 141-155. DOl: 10.1080109362830802198328.

Comments

Copyright 2008, Taylor and Francis. Used by permission.

Abstract

Understanding children’s decisions to include a child with a disability in activities is an important component of the social environment of children with disabilities. We examined preschool children’s understanding of the motor and social competence of hypothetical children with a physical disability, children’s decisions to include or exclude a peer with a physical disability in play activities, and children’s justifications of their inclusion/exclusion decisions. Children understood that a peer with a physical disability would have more difficulty with activities requiring motor skills than social skills and were more likely to include a peer with a physical disability when the activities required minimal motor skills. The role of typically developing children’s understanding of social contexts in peer relationships is discussed.

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