Parents and Friendship

As you work to foster positive social interactions and friendships between students with and without disabilities, keep in mind that parents play a key role in this part of their children's lives (Taub, 2006). For example, parents of students with disabilities can provide information about their children's communication strategies and make suggestions about including them in classroom activities. Parents also can be very effective in exposing their children with special needs to a wide variety of individuals who may become friends (Geisthardt, Brotherson, & Cook, 2002). You also may find that parents of students without disabilities may take active steps to foster friendships with classmates with special needs because of the importance they place on helping their children understand the value of each person's abilities. Parents also may contribute in small but meaningful ways by providing transportation to recreational activities after school hours, arranging birthday parties and other social functions for students at their homes, and volunteering to lead school activities that bring students together for social interactions (for example, clubs).

Keep in mind, though, that parents' perspectives on their children's friendships may be influenced by their cultures. For example, in one study of friendship between Hispanic children with disabilities and children without disabilities, the researchers found that although parents valued friendship development for their children with disabilities, the time parents spent facilitating those friendships sometimes was perceived as time taken away from highly valued extended-family interactions (Turnbull, Blue-Banning, & Pereira, 2000). Another finding was that children's friends often were their cousins or other relatives. You can review many of the suggestions presented throughout this textbook for working effectively with families in the Working Together.