Inclusion and participation in peer relations

The aim of the study was to compare interaction and relations between schoolchildren with intellectual disabilities and the same children's interaction/relations with non-disabled peers. Study group: 24 children, 7–16 years, with intellectual disabilities. The children spent significantly more time in 'active' participation in horizontal relation to peers with similar functional prerequisites as compared to active participation in vertical relations to children without intellectual disabilities. Together with age-mates with similar functional prerequisites each one contributes to common activity to about the same extent, they have similar everyday experiences and create a peer culture based on acceptance, shared norms and interests. Together with children with different functional prerequisites their influence on interaction conditions becomes extremely limited, and marginalization increases. Peer relations are subjectively experienced as deeply problematic; self-assessments as to peer relations are low-rated. Social exchanges in their own peer culture seem to be increasingly important. Data are discussed in terms of school inclusion, participation in peer-culture and self-perception