Center, Nebraska, Children, Youth, Families, and Schools
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
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ORCID IDs
Document Type
Article
Date of this Version
2008
Citation
Exceptionality (2008) 16: 141-155. DOl: 10.1080109362830802198328.
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.
Comments
Copyright 2008, Taylor and Francis. Used by permission.