Impact of an Affective Intervention on the Friendships of Kindergarteners With Disabilities

This efficacy study investigated whether a class-wide disability awareness curriculum would result in increased close friendships for 26 kindergarteners with disabilities enrolled in six inclusive classrooms. Findings suggest that participation in a disability awareness curriculum alone does not lead to increased friendships. Evidence suggests that having a close friendship may partially mediate the relationship between children's social competence and acceptance. These findings align with research that emphasizes the importance of individualizing class-wide programs based on children's support needs and facilitating children's friendship formation in kindergarten classrooms to promote peer acceptance. Implications for future research and practice are discussed.