Friendships with Peers with Severe Disabilities: American and Iranian Secondary Students' Ideas about Being a Friend

Autor/inn/en	Shokoohi-Yekta, Mohsen; Hendrickson, Jo M.
Titel	Friendships with Peers with Severe Disabilities: American and Iranian Secondary Students' Ideas about Being a Friend
Quelle	In: Education and Training in Autism and Developmental Disabilities, 45 (2010) 1, S.23-37 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Inclusive Schools; Interaction; Parent Participation; Friendship; Parent School Relationship; Cultural Influences; School Personnel; High School Students; Severe Disabilities; Peer Relationship; Student Attitudes; Cross Cultural Studies; Cultural Differences; Teacher Role; Parent Role; Mainstreaming; Florida; Illinois; Iowa; Iran; United States + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Interaktion; Elternmitwirkung; Freundschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Cultural influence; Kultureinfluss; Schulpersonal; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Severe disability; Schwerbehinderung; Peer-Beziehungen; Schülerverhalten; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Lehrerrolle; Parental role; Elternrolle; USA
Abstract	We used the Student Friendship Perception Survey (SFPS) (Hamre-Nietupski, Hendrickson, Nietupski, & Shokoohi-Yekta, 1993; Hendrickson, Shokoohi-Yekta, Hamre-Nietupski, & Gable, 1996) to examine the opinions of 656 American and 289 Iranian high school students (13-18 years old, M = 15.0 and 15.5, respectively) in inclusive settings regarding friendships with peers with severe disabilities. Student opinions related to (a) general friendship issues; (b) school settings/placement; (c) who should facilitate friendships; (d) teacher and school responsibilities; (e) parent involvement; (f) willingness to invest in friendships; (g) reasons for friendships; and (h) difficulties being friends were analyzed. Iranian students favor more inclusive school environments and oversight by school personnel. Both American and Iranian students feel responsible for initiating friendship acts, and both view knowing how to interact as a main challenge. Cultural factors and implications for practice and research are discussed. (Contains 8 tables.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10