A Follow-Up Study of the Peer Relationships of Children with Disabilities in an Inclusive School

This study provides a description of the peer relationships that developed between three male children with disabilities and their nondisabled peers in an inclusive setting. Multiple methods were employed during kindergarten/Grade 1, and again during upper elementary grades (10-13 years of age) for the same three children, including direct observation, sociometric nominations, and peer interviews. Results revealed that each of the three children...