Shikarpurya S, Fogarty M, Gilson CB, Benzel M, Fletcher KE, Osburn C, Villarreal A, Tassin A. Peer perspectives on friendships among peers with and without intellectual and developmental disabilities: A pilot mixed methods study.
J Appl Res Intellect Disabil 2024;
37:e13224. [PMID:
38504527 DOI:
10.1111/jar.13224]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Revised: 02/25/2024] [Accepted: 02/27/2024] [Indexed: 03/21/2024]
Abstract
BACKGROUND
The benefits of friendships among peers with and without intellectual and developmental disabilities are well supported by research. However, little is known about the nature of these inclusive friendships in inclusive college courses.
METHOD
We explored the perspectives of peers on the development of authentic friendships among peers with and without intellectual and developmental disabilities in inclusive college courses in the United States. We used a sequential, explanatory, transformative mixed methods-grounded theory research design. We integrated quantitative (N = 44) and qualitative (N = 8) findings using blended analysis to inform a preliminary grounded theory of inclusive and reciprocal friendships.
RESULTS
Quantitative findings suggest two relationships and one predictor of peers' perceived social engagement. Qualitative findings resulted in five themes that promote friendships.
CONCLUSIONS
We propose that the context for developing inclusive friendships could be fostered using the preparation and actions stages of the grounded theory model.
Collapse