Morrison Rachel, Burgman Imelda
Department of Ageing, Disability and Home Care, Newcastle West, NSW, Australia.
Can J Occup Ther. 2009 Jun;76(3):145-52. doi: 10.1177/000841740907600303.
To explore the experiences of friendship for children with disabilities who attend mainstream Australian schools.
Being a friend is an important occupational role for all children. However, the literature suggests that physical inclusion of children with disabilities in mainstream schools does not necessarily develop social inclusion.
Phenomenology was used to explore friendship experiences of 10 primary school children with disabilities.
Five themes emerged from the data: (1) self-identity; (2) meaning of friendship; (3) classroom experiences; (4) playing together; (5) longing for friendship. These themes reflected the importance of friendship in the children's lives, the influence of the children's beliefs and values, and the impact of the attitudes and actions of educational staff and other students.
Occupational therapists need to work collaboratively with educational staff, students, and their peers to create inclusive school settings that facilitate positive friendship experiences for children with disabilities.
探讨在澳大利亚主流学校就读的残疾儿童的友谊体验。
成为朋友对所有儿童来说都是一项重要的角色任务。然而，文献表明，残疾儿童融入主流学校并不一定能实现社会融合。
采用现象学方法探究10名小学残疾儿童的友谊体验。
数据中出现了五个主题：（1）自我认同；（2）友谊的意义；（3）课堂体验；（4）一起玩耍；（5）对友谊的渴望。这些主题反映了友谊在儿童生活中的重要性、儿童信念和价值观的影响，以及教育工作者和其他学生的态度及行为的影响。
职业治疗师需要与教育工作者、学生及其同龄人合作，营造包容的学校环境，为残疾儿童创造积极的友谊体验。
