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ERIC Number: EJ1085587
Record Type: Journal
Publication Date: 2016-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0271-1214
Impact of an Affective Intervention on the Friendships of Kindergarteners with Disabilities
Meyer, Lori E.; Ostrosky, Michaelene M.
Topics in Early Childhood Special Education, v35 n4 p200-210 Feb 2016
This efficacy study investigated whether a class-wide disability awareness curriculum would result in increased close friendships for 26 kindergarteners with disabilities enrolled in six inclusive classrooms. Findings suggest that participation in a disability awareness curriculum alone does not lead to increased friendships. Evidence suggests that having a close friendship may partially mediate the relationship between children's social competence and acceptance. These findings align with research that emphasizes the importance of individualizing class-wide programs based on children's support needs and facilitating children's friendship formation in kindergarten classrooms to promote peer acceptance. Implications for future research and practice are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080071
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards