Friendships with Peers with Severe Disabilities: American and Iranian Secondary Students' Ideas about Being a Friend.

摘要: We used the Student Friendship Perception Survey (SFPS) (Hamre-Nietupski, Hendrickson, Nietupski, & Shokoohi-Yekta, 1993; Hamre-Nietupski, Gable, 1996) to examine opinions of 656 American and 289 Iranian high school students (13-18 years old, M = 15.0 15.5, respectively) in inclusive settings regarding friendships with peers severe disabilities. related (a) general friendship issues; (b) settings/placement; (c) who should facilitate friendships; (d) teacher responsibilities; (e) parent involvement; (f) willingness invest (g) reasons for (h) difficulties bring friends were analyzed. favor more environments oversight by personnel. Both feel responsible initiating acts, both view knowing how interact as a main challenge. Cultural factors implications practice research are discussed. In United States Individuals Distion, almost three decades ago The Special abilities Education Act 1997 (IDEA, 1999), Organization (SEO) was established currendy Disabilities gradually education introduced. Improvement (IDEIA, 2004), recent specialized personnel have con mandates that disabilities be ducted training ensure disabil served without disities benefit from (Joibari, maximum extent possible. 2003). To date education, especially Iran system is under jurisdicIranian schools, its infancy. tion Ministry Traincurrent investigation, we query stu ing. Public available throughout dents attending majority schools (i.e., some serve complete secondary (Melchiorre, 2004). individuals educa For most part, public 1st tion) grade through university levels) free, howsevere Our objective identify ever acceptance postsecondary resimilarities differences views Amer quires passing entrance exams. Bureau ican iranian adolescents on value Exceptional Children such strategies enhance Students exists within Educafriendship formation. Assumptions centrality signif icance well-being life authors wish express sincere appreciatrajectories all regardless dis toJeong-il-Cho assistance literature ability status well litera search S. Kavoosi her data ture (e g ; parkhurst, Hymel, Wil collection. Correspondence concerning this arliams lg90; s „ Schmidt> Newcomb, tide addressed Mohsen Shokoohi_ , . Tr Yekta and/or jo M. Department Bukowskt, 2001; Bterman, K., 2004; Buysse, Teaching Learning, N259 Lindquist Center, Goldman, Skinner, 2002, Hartup, 1992, University Iowa, Iowa City, IA 52242. Email: jo1996; Overton Rausch, 2002; Rutter, 1989). hendrickson@uiowa.edu Research indicates reported