Abstract
Social relationships are an important aspect of flourishing. For children and youth with intellectual disabilities, positive connections with peers without disabilities are especially salient. When young people with and without disabilities encounter, interact, and connect with one another in satisfying ways, social stigma may be reduced. Absent intentional planning and support, peer relationships may be less likely to develop and maintain. We discuss indicators of stigma in schools, address considerations for promoting relationships, and present promising school-based intervention approaches. We offer avenues for educators to facilitate meaningful relationships in schools and provide recommendations for future research.
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Carter, E.W., Biggs, E.E., Blustein, C.L. (2016). Relationships Matter: Addressing Stigma Among Children and Youth with Intellectual Disabilities and Their Peers. In: Scior, K., Werner, S. (eds) Intellectual Disability and Stigma. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52499-7_10
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DOI: https://doi.org/10.1057/978-1-137-52499-7_10
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