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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on June 22, 2002. The length of the article is 8223 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on June 22, 2002. The length of the article is 8223 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implications are presented for considering how the social ecology of the early childhood classroom setting may influence social outcomes for young children enrolled in inclusive programs.

Citation Details
Title: Setting effects on friendship formation among young children with and without disabilities.
Author: Virginia Buysse
Publication: Exceptional Children (Refereed)
Date: June 22, 2002
Publisher: Council for Exceptional Children
Volume: 68 Issue: 4 Page: 503(15)

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