Adolescents with physical disabilities (PD) report difficulties making friends. Education in inclusive high schools may help to minimize these challenges.
Purpose
This paper begins to answer the question: What is the nature of the friendships of adolescents with PD attending inclusive high schools?
Methods
Standard qualitative methods were used to analyze the data of three multi-perspective case studies that included interviews of three adolescents with PD and their nominated friends, parents, and teachers. Based on these analyses, we describe the activities and the quality of the adolescents’ interactions and relationships.
Findings
Three unique patterns of friendship were identified: an extensive network of friendships, a core group of friends with an avid interest, and few friendships in or out of school.
Implications
Successful development of friendships among adolescents with and without PD is complex and influenced by personal, environmental, interactional, and relationship factors.
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