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‘I didn't used to have much friends’: exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities
Author(s) -
Potter Carol
Publication year - 2015
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1111/bld.12098
Subject(s) - friendship , autism , mainstream , psychology , active listening , context (archaeology) , inclusion (mineral) , learning disability , developmental psychology , qualitative research , social psychology , psychotherapist , sociology , social science , philosophy , paleontology , theology , biology
Accessible summary This paper looks at the friendships of Ben, (not his real name), a 10‐year‐old boy with autism and learning disabilities, in his mainstream school. Ben was able to name his friends and showed that he understood some important things about friendship. Adults in the school said that Ben was very keen to have friends and that some of his friendships had lasted for over a year. The study focused on the importance of listening to children with autism and learning disabilities and on the need to highlight their social strengths.Summary Whilst progress has been made in understanding the friendships of children with autism, research on the friendships of children with additional learning disabilities remains extremely limited. In this research, a qualitative case study approach provided a rich description of the friendship concepts and capabilities of Ben, a 10‐year‐old boy with autism and severe learning disabilities within the context of a mainstream primary classroom in the United Kingdom. An innovative activity‐based strategy was used to gain Ben's own perspectives in relation to friendship. Findings revealed that Ben exhibited a strong desire to have friends, believed himself to have some, demonstrated some understanding in respect of degrees of friendship and displayed a commitment to friendships over relatively long periods of time. Methodological, developmental and capacity perspectives informed the discussion, with a case being made both for a greater focus on the friendship capabilities of children with autism and learning disabilities and their more direct inclusion in the research process.