Friendships Through Inclusive Postsecondary Education Programs: Perspectives of Current and Former Students With Intellectual and Developmental Disabilities.
Inclusive college programs expand social circles for students with IDD, but you still need to teach the next steps that lock in real friendships.
01Research in Context
What this study did
Smith et al. (2021) talked with current and former students with intellectual and developmental disabilities.
All had attended inclusive college programs. The team asked open questions about friendships and social life.
They wanted to know how campus life shaped each student’s network of friends.
What they found
Students said college gave them more chances to meet people. They named larger circles of classmates and acquaintances.
Yet many contacts stayed surface-level. Students still wanted help turning hello’s into lasting friendships.
How this fits with other research
Day et al. (2021) extends these findings. They added a weekly PEERS® social-skills class to the same type of program. After one semester students knew more social rules and rated their friendships closer.
The two studies fit like puzzle pieces. Stephanie et al. show the need; J et al. show one way to meet it.
Andrews et al. (2024) used the same qualitative style and found students with IDD can clearly explain what helps them feel emotionally well. Together the trio maps where supports are missing and where they work.
Why it matters
Your students may already be surrounded by peers, yet still lonely. Use the PEERS® lesson plans or simple friendship-building goals in IEPs. Schedule time to teach how to start deeper talks, swap contact info, and plan outside activities. A few scripted steps can turn college contacts into real friends.
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02At a glance
03Original abstract
The formation of friendships is central to the college experience. Yet little is known about the relationships young adults with intellectual and developmental disabilities form through their inclusive postsecondary education programs or maintain after graduation. We interviewed 12 current students and alumni about their social networks and their views regarding friendships. Participants shared their perspectives on the multiple meaning of friendship, the size and composition of their social networks, and the areas in which college has positively impacted their social lives. We offer recommendations for research and practice aimed at understanding and enhancing friendship formation within the inclusive higher education movement.
Intellectual and developmental disabilities, 2021 · doi:10.1352/1934-9556-59.6.487