Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant research indicates that opportunity barriers may play a more prominent role in friendship development than the social skills of students with I/DD. Furthermore, friendships are reciprocal and mutual relationships involving two or more people. Thus, I situated this study within the social context for friendship rather than focusing only on the skills—and presumed deficits—of students with I/DD. As peers without disabilities are an integral part of that social context, I examined nondisabled students’ perspectives on friendship via four focus group interviews with 44 first to eleventh graders. Thematic findings indicated that students with I/DD were not viewed as potential friends and that students with and without I/DD had few opportunities to interact authentically.

中文翻译：

---

“不确定如何以正确的方式接近他们”：非残疾学生对与 I/DD 同伴友谊的看法

友谊对于所有人来说都是个人有价值且对发展至关重要的关系，但即使在包容性环境中，有或没有智力和/或发育障碍（I/DD）的学生之间的友谊仍然很少见。现有研究表明，在 I/DD 学生的友谊发展中，机会障碍可能比社交技能发挥更重要的作用。此外，友谊是涉及两个或更多人的互惠和相互关系。因此，我将这项研究置于友谊的社会背景下，而不是仅仅关注 I/DD 学生的技能和假定的缺陷。由于非残疾同龄人是社会环境中不可或缺的一部分，因此我通过对 44 名一年级至十一年级学生进行四次焦点小组访谈，研究了非残疾学生对友谊的看法。主题调查结果表明，患有 I/DD 的学生不被视为潜在的朋友，并且患有和不患有 I/DD 的学生很少有机会进行真正的互动。