Self-assessment of relationships with peers in children with intellectual disability

摘要

Interaction with peers is important for the develop- ment of children, but children with special needs may feel rejected by their peers. The present study examines self-assessment of relationships with peers by children with intellectual disability (ID; n=20) and children from the general population (n=20). All participants attended a regular primary school And were aged between 7 and 10.5 years; both sexes Were represented in the samples.