A Grounded Theory Analysis of the Social/Friendship Experiences of Adolescent Girls With Developmental Disabilities

• In Event: Inclusion and Achievements for Students With Complex Support Needs

Abstract

This study utilized a qualitative constructivist grounded theory methodology to explore the social and friendship experiences of adolescent girls with developmental disabilities (DD). Participants included 12 adolescent girls with DD and 13 parents of adolescent girls with DD. In-depth interviews were conducted with each participant to better understand the social/friendship experiences of adolescent girls with DD from their own perspectives and the perspectives of their parents/caregivers. Although adolescent girls with DD and their parents consistently reported a strong desire for friendship and social opportunities, a lack of supportive social environments paired with limited capacity of parents to create those opportunities on their own leads to significant social challenges. Recommendations for researchers, educators, and school systems are discussed.

Authors

• Kelly Offutt, Ivymount Organization

• Elisabeth K. Rice, The George Washington University

• Julia Donovan, Ivymount Organization