Peer interactions and social relationships of high school students with moderate or severe disabilities in inclusive classrooms: A comparative study

Although the social benefits of inclusive education have been documented over the years, research also indicated that merely placing students with disabilities into general education environment does not guarantee reciprocal peer interactions and positive social relationships. To promote peer interactions and social relationships, and maximize the social benefits of inclusive education, further understanding of what is occurring in inclusive environments is essential and significant. In this study, the social status of a group of six high school students with moderate or severe disabilities in inclusive cooking classes was examined. In addition, the social interaction behaviors of this group of students with disabilities were compared with the interaction behaviors of two groups of general education students. The two groups of general education students were identified based on the results of peer nomination sociometric assessment suggested by Coie, Dodge, and Coppotelli (1982). Information obtained from peer nomination sociometric assessment conducted in the study was used to classify the social status of group members into six different group categories, popular, average, neglected, controversial, rejected and unidentified (for detailed descriptions, see Coie, Dodge, and Coppotelli, 1982). The two groups of general education students in the study were chosen from the average group and the popular group. The average group had six participating students and the popular group had five participating students. The results of the study showed that the social status of the participating students with disabilities varied. Although no participating students with disabilities were popular among their peers, the majority of the participating students with disabilities obtained average (obtaining few liked and few disliked nominations) or controversial (obtaining many liked and many disliked nominations) status. Given the severity of the participating students\u27 disabilities, finding these two groups represented is somewhat encouraging. In comparison with their nondisabled peers, participating students with disabilities were involved in fewer social interactions. They tended to interact with adults rather than interact with their peers and often played passive recipient roles in interacting with others. Statistical tests revealed significant differences in some aspects of social interaction behaviors between students with disabilities and their counterparts without disabilities, but not in others. The results of the study were discussed in light of recent research findings and educational implications related to inclusive education practices. It was suggested that effective intervention strategies should be implemented to promote social interactions and social relationships between students with and without disabilities in inclusive environments. Future studies need to investigate factors that influence the social status of included students with moderate or severe disabilities