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Social competence and peer interactions of students with intellectual disability in an inclusive high school
- Authors:
- CUTTS Sue, SIGAFOOS Jeff
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(2), June 2001, pp.127-141.
- Publisher:
- Taylor and Francis
Reports descriptive information on the relationship between social competence and the amount and type of peer interaction for nine adolescents with intellectual disability attending a regular high school in Australia. Each adolescent's social competence was assessed using the AAMR Adaptive Behaviour Scale School (2nd edn) (ABS-S:2). Naturalistic observations were conducted to obtain information on the amount and type of peer interaction. Data were analysed to determine the relationship between social competence and peer interactions. Found that social competence was not consistently correlated with the amount of peer interaction. Results from the naturalistic observations showed individual differences in patterns of peer who also had intellectual disabilities. These data suggest that social competence did not significantly influence the amount and type of peer interaction. Implications for facilitating peer interactions between adolescents with and without intellectual disability are discussed.