Acceptance of children with developmental disabilities in inclusive education and possibilities of developing friendships

Acceptance as a measure of popularity involves the social position of the individual in a certain group in terms of the attitudes of the members of that group toward the individual. The aim of this paper is to review the articles regarding the acceptance of children with developmental disabilities (DD) by typically developing (TD) peers in inclusive education and the possibilities of developing friendship relations in the school context. The literature was searched through the engine Google Scholar. Results show that students with DD are often not accepted by TD peers in the school context. This is manifested through a lack of friendship relations between children with DD and TD peers in the school context. Teachers need to prompt and reinforce acceptance of children with DD and model socially desirable behaviors towards them.

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