Playmate preferences of children who are typically developing for their classmates with special needs.

Abstract

The social preferences of children who are typically developing towards peers with special needs in inclusive preschool classrooms were examined. Children with special needs received few positive playmate preference nominations, but not a significant number of negative nominations. Children were disliked if they were aggressive, irrespective of disability status. Interventions need to be focused on improving the social skills of children with special needs and teaching preschool age children who are typically developing to understand the behaviors of classmates with special needs.