"I Didn't Used to Have Much Friends": Exploring the Friendship Concepts and Capabilities of a Boy with Autism and Severe Learning Disabilities

Autor/in	Potter, Carol
Titel	"I Didn't Used to Have Much Friends": Exploring the Friendship Concepts and Capabilities of a Boy with Autism and Severe Learning Disabilities
Quelle	In: British Journal of Learning Disabilities, 43 (2015) 3, S.208-218 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12098
Schlagwörter	Autism; Pervasive Developmental Disorders; Severe Mental Retardation; Friendship; Males; Qualitative Research; Case Studies; Elementary School Students; Student Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Autismus; Freundschaft; Male; Männliches Geschlecht; Qualitative Forschung; Case study; Fallstudie; Case Study; Schülerverhalten; Ausland; Großbritannien
Abstract	Whilst progress has been made in understanding the friendships of children with autism, research on the friendships of children with additional learning disabilities remains extremely limited. In this research, a qualitative case study approach provided a rich description of the friendship concepts and capabilities of Ben, a 10-year-old boy with autism and severe learning disabilities within the context of a mainstream primary classroom in the United Kingdom. An innovative activity-based strategy was used to gain Ben's own perspectives in relation to friendship. Findings revealed that Ben exhibited a strong desire to have friends, believed himself to have some, demonstrated some understanding in respect of degrees of friendship and displayed a commitment to friendships over relatively long periods of time. Methodological, developmental and capacity perspectives informed the discussion, with a case being made both for a greater focus on the friendship capabilities of children with autism and learning disabilities and their more direct inclusion in the research process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01