Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

The Impact of Social Inclusion Programs in Individuals with Intellectual Disabilities

Tyler Lisowski
EG 5363: Action Research
Lipscomb University
May 25, 2012

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

Abstract
The purpose of this research study was to determine the effects of a social inclusion program on
individuals with intellectual disabilities. Using findings from various journals and publications as
a basis for research, this study explores the effects of a social inclusion program in relation to
social skills abilities in four individuals with intellectual disabilities. During an 8 week period,
social skills abilities of the participants were rated in four specific areas: initiating eye contact,
maintaining eye contact, asking an appropriate question, and responding appropriately to a
question. Results showed increases in each social skills area over time. Future research might
further explore whether a direct correlation exists between participation in this program and
social skills abilities.

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

Table of Contents
Abstract

Table of Contents

Introduction

Review of Literature .

Methods

15

Results

20

Discussion, Conclusions, and Implications .

24

References

27

Appendix A: Social Skills Assessment Scoring Tool .

28

Appendix B: Signed IRB Consent Forms

29

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

Chapter 1
Introduction
Purpose of the Research
Throughout recent modern history, individuals with intellectual disabilities (which will be
referred to as ID throughout the course of this paper) have been discriminated against in many
critical areas of life including community living and involvement, education, and employment.
Researchers Abbot and McConkey (2006) write, There is extensive evidence for the social
exclusion of people with disabilities in general as well as those with intellectual disabilities in
particular (p.276). As recently as 40 years ago, it was not uncommon for people with ID to be
placed in institutionalized settings. These settings were often crowded, dirty and provided
individuals with very few options to make personal choices or to learn effectively.
The deinstitutionalization movement of the 1960s sought to remove these individuals
from institutionalized settings to community-based living situations. In 1975 the Education for
All Handicapped Children Act or Public Law (PL) 94-142 (which has further evolved since its
introduction) sought to further integrate individuals with ID into society by requiring all public
schools to provide these individuals with an education. Additional legislation such as the
Americans with Disabilities Act (ADA) in 1989 has since been introduced in attempt to prevent
further discrimination against individuals with ID.
Through these movements and relatively recent federal legislation, societys perception
of individuals with disabilities is ever evolving. In the area of education, the inclusion of
individuals with disabilities into general education settings has created much debate. While PL
94-142 (now the Individuals with Disabilities Education Improvement Act) requires all
individuals to be provided with a free and appropriate public education in the least restrictive

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

environment, many students with ID receive instruction in settings segregated from students in
general education, such as life skills classrooms and community-based programs. Students in
these classes often have limited opportunities to interact with their peers without disabilities,
specifically to develop friendships. After students with ID complete high school, there are often
even fewer opportunities to promote social interaction, since post-secondary education is rarely
an option. Living with a diagnosis that is defined largely by deficits in life-skills areas including
social skills and these lack of opportunities has resulted in a large population of individuals
without meaningful friendships.
Recognizing the need to establish opportunities for individuals with ID to develop
friendships with their typically developing peers, Anthony Kennedy Shriver founded Best
Buddies in 1989 at Georgetown University in Washington, D.C. What began as a small club on a
college campus has grown into a global volunteer movement that reaches hundreds of thousands
of individuals with ID worldwide. Best Buddies programs in middle schools, high schools,
colleges and through a community-based program called Citizens, provide opportunities for
these individuals to develop meaningful friendships with their peers without disabilities.
Question to be Investigated
The purpose of this research project is to explore how social inclusion programs such as
Best Buddies affect social skills abilities in individuals with ID. The question to be investigated
is, Do social inclusion programs such as Best Buddies affect social skills abilities in individuals
with disabilities? After extensive searching, little research addressing this specific question was
found. The Review of Literature section of this paper explores related research regarding the
general effectiveness of social inclusion and peer buddy programs. Also, studies that highlight
the benefits of social inclusion of individuals with ID are cited. Furthermore, conclusions and

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

recommendations will be made through the review of relevant literature exploring this question
in addition to data collection and analysis.
Brief Description of Research Project
Four adult students with ID enrolled in a community-based transition program classroom
through a public school system participated in a study measuring the application of several social
skills while being matched in a one-to-one friendship with a peer without a disability through
Best Buddies, a social inclusion program. Data regarding social skills abilities was collected after
the students had been matched in these friendships for a period of five months. After 5 months,
data was collected once per week during a span of 8 consecutive weeks. This data was contrasted
and compared and will be further analyzed in the fourth chapter of this paper.
Limitations of Research Study
Several possible limitations exist which may have affected the results of the study. First,
the small number of students available to participate limited the research. Secondly, the data was
only collected over a period of 8 weeks. A study conducted over a longer period of time may
have provided different results. Lastly, the individuals with ID who participated in the study are
each 18-22 year old females. Each of these factors could have skewed the results.

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

Chapter 2
Review of Literature
Defining Disability
Intellectual disability, formerly referred to as mental retardation, is defined by Hunt and
Marshall (2005) through the 1993 federal definition:
Mental retardation (intellectual disability) refers to substantial limitations in present
functioning. It is characterized by significantly sub-average intellectual functioning,
existing concurrently with related limitations in two or more of the following applicable
adaptive, or life-skills areas: communication, self-care, home living, social skills,
community use, self-direction, health and safety, functional academics, leisure, and work.
Mental retardation (intellectual disability) manifests before age 18 (p. 263).
Sub-average functioning is defined as an intelligence quotient (IQ) score of 70 or below.
Although an IQ score of 70 or lower is one of the factors contributing to a diagnosis of ID, it is
important to note that it is just one of many contributing components. For example, an individual
with an IQ score over 70 may be identified as having an ID if his or her adaptive skills are below
average. Consequently, an individual with an IQ score under 70 might not be classified as having
an ID if he or she has average or good adaptive behavior.
Identifying a Need for Social Skills Instruction with Support from Peers Without
Disabilities
Based on the federal definition, an individual with an ID likely has limitations in several
areas of typical functioning including social skills. Social skills is often an area of instruction that
is neglected by educators. According to Hunt and Marshall (2005), It is hard enough to find
time to provide academic instruction, and it may be difficult to justify teaching social skills
instruction in lieu of reading or biology (p. 161). While the authors were referring to learning

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

disabilities specifically in the previous statement, this is still applicable to individuals with ID
and underscores the importance of including social skills as part of any curriculum. Hughes et al.
(2011) write, Effective social skills are critical to school performance, including classroom
participation, academic engagement and social interaction; however, these skills often elude
students with intellectual disabilities and autism. Students identified with intellectual disabilities
or autism characteristically have limited skills to interact effectively with teachers and peers and
display difficulty in responding appropriately to social stimuli (p. 46). The authors continue,
Incorporating general education peers into social skills instructional programs has been
effective at increasing social interaction of high school students with intellectual disabilities and
autism and their classmates (p. 46).
Although this research shows that incorporating peers without disabilities in social skills
instruction of students with ID is effective, many students with disabilities do not receive
instruction in the same building as their same-aged peers. For example, some students may learn
in a self-contained community-based setting without physical access to peers without disabilities.
Several programs exist that seek to provide opportunities for these individuals with disabilities to
socialize with peers of the same age. One of those programs, Best Buddies, will be further
examined.
Best Buddies and Social Inclusion
According to researchers Abbot and McConkey (2006), Social inclusion has been
largely defined in the field of disability as a greater participation in community-based activities
and a broader social network (p. 275). They also write, Equally a growing number of studies
have documented the desire of people with intellectual disabilities to engage in more community
activities and to have more friends (Abbot and McConkey, 2006, p. 275). In attempt to broaden

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

their social networks, individuals may be matched in one-to-one friendships through Best
Buddies. As aforementioned, Best Buddies is an international non-profit organization that was
founded in 1989. The mission of Best Buddies is to establish a global volunteer movement that
creates opportunities for one-to-one friendships, integrated employment and leadership
development for people with intellectual and developmental disabilities
(http://www.bestbuddies.org).
Best Buddies International facilitates several friendship programs for participants of
different ages. The Middle School and High School programs match volunteers without
disabilities with peers of their same age with disabilities at their respective schools to form a oneto-one friendship. The Best Buddies College program has several requirements of its participants
to ensure an adequate opportunity to develop a mutually enriching friendship. All participants are
required to complete and submit membership applications, which include personal contact and
emergency information. In addition, prospective members also are required to complete
matching surveys, which are used to assist chapter leaders with pairing individuals based on
mutual interests (http://www.bestbuddies.org).
After chapter leaders approve these membership applications, individuals are matched in
one-to-one friendships. Once matched, each participant (the college student without a disability
and the individual with disability) is required to do his or her part to maintain the Best Buddies
commitment. The Best Buddies commitment entails communicating with your new friend at least
once per week and spending time with him or her at least two times per month. Both members of
the pair are made aware of this requirement and are encouraged to stay committed to their new
friend through at least the length of one college school year. While members are encouraged to
spend time with each other on their own time, college chapters are often hold at least one group

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10

event each month of the year. These are typically holiday-themed parties and mixers
(http://www.bestbuddies.org).
Two separate survey report summaries published by Best Buddies highlight the
effectiveness of its programs in both individuals with and without ID, particularly in areas
concerning and related to social skills. The first report summarizes the Best Buddies High School
program. The second outlines results from the College program.
Participants included 1,436 volunteers without ID and 666 participants with disabilities.
Both groups responded to the first survey, which polled participants in the High School program.
Overall satisfaction with the program as well as an overview of the programs effectiveness was
outlined. Overall, 98% of participants without ID and 96% of participants with disabilities
enjoyed their experience and would be a part of the program again. Moreover, 98% of
participants without ID and 97% of participants with disabilities would advise others to
participate in Best Buddies (2011 Survey Report Summary).
Specifically in regard to the positive influence Best Buddies had on participants, 91% of
participants with disabilities revealed that they felt more included and accepted by people in their
respective communities. Ninety-eight percent of individuals without ID who participated in the
program indicated that they would want their future offspring to go to school with individuals
with ID, while 99% said they would provide support to individuals with ID as neighbors in their
community (2011 Survey Report Summary).
The 2011 Best Buddies Survey Report Summary on its College program yielded similar
results. In this survey, 1063 volunteers without ID and 331 participants with disabilities
responded. Both participants with and without disabilities reported they enjoyed the Best
Buddies experience and would do it again (97% and 92%, respectively). In a similar fashion,

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11

98% of participants without ID and 93% of individuals with disabilities in the program
recommended Best Buddies to others (2011 Survey Report Summary).
Participants with disabilities in the College program felt more accepted in their
communities, with 88% indicating this. In regard to participants without disabilities, 95% were
more aware that people with ID can get hired and maintain employment. Nintey-six percent were
in favor of working at a company or business that employs people with disabilities. Furthermore,
98% of individuals without ID would want their children to attend school with students with ID
and 99% indicated a preference to provide support to people with ID by living in community
with them (2011 Survey Report Summary).
Barriers and Pathways to Social Inclusion: A Unique Perspective Through a Focus Group
Study
As evident in the Best Buddies High Schools and Colleges studies, programs such as Best
Buddies positively affect the lives of thousands of individuals with ID per year. However,
millions of individuals with ID in the United States and across the world are not accessing these
programs and continue to experience or be at risk of social isolation. Abbott and McConkey
(2006) not only recognized this but also identified that little research has been conducted from
the point-of-view of individuals with ID.
Through gathering qualitative data by holding focus groups with 68 adult individuals
with ID in the United Kingdom (UK), four main barriers were identified: lack of necessary
knowledge and skills; role of support staff and service managers; location of house; and
community factors such as lack of amenities and attitudes (Abbot and McConkey, 2006, p.
275). Furthermore, the studys findings generated four main themes as positive factors

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12

attributing to social inclusion of individuals with ID: talking to people, being accepted, using
community facilities, and opportunities (Abbot and McConkey, 2006, p. 275).
The theme of talking to people is expressed through several quotes acquired from the focus
groups as part of the study. Below is an excerpt from Abbot and McConkeys (2006) findings:
Participants frequently commented on meeting and talking to people. YesI am part of
the communitythey talk to me, and I talk back to them. Knowing people to say hello
to when you go downtown. Participants gave mixed reactions, with some feeling that
people in the community were positive towards them, and others reporting the
community did not respond and talk to them, or make them feel included. I dont think I
am included. I want people to help me be a part of the community (p.275).
Conclusions from the 2006 Abbot and McConkey study found that talking to others in
typical settings and being treated as an equal were contributing factors to successful social
inclusion. However, the researchers note in all subthemes relating to social inclusion,
participants recounted both positive and negative experiences (Abbot and McConkey, 2006, p.
281). The suggestion is made that the inclusion of individuals with ID in social situations may be
happening for some, but is not a reality for all people.
Barriers and Pathways to Social Inclusion: A Unique Perspective from Students In General
Education Classes
Several research studies have identified numerous issues within public school systems
that may contribute to the social isolation of individuals with ID not only as high school students
but as adults as well. Two such studies conducted by Copeland et al. (2004) and Carter et al.
(2011) sought to gain insight from the perspectives of high school students without disabilities
who participated in peer support programs not unlike Best Buddies. The main difference was that

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these programs focused on academic mentoring and not as much on building friendships, as is
the case with Best Buddies.
Copeland et al. (2004) conducted focus groups with 32 students in high school without
disabilities and analyzed student responses in regard to their participation in a service learning
peer support program. This structured program counted as credit for the students without
disabilities and took place during the school day. Analysis was done knowing that, according to
the authors, although teachers may express greater concern with curricular issues, class size, or
opportunities for collaboration as a means to promote inclusion, adolescents may be more
concerned with social roles, social acceptance, or challenging behavior (p. 342).
After participating in the peer support program for at least one semester, researchers came
to several conclusions regarding responses from the students without disabilities. Among the
responses analyzed were the challenges the students identified concerning general education
participation for the students with ID. This included physical and social segregation, differential
expectations and treatment, lack of knowledge about disabilities, communication differences and
insufficient or inappropriate support (Copeland et al., 2004, pp. 345-346).
In a similar study, Carter et al. (2004) compared students without disabilities who chose
to participate in a peer support program and those who did not. Despite some challenges, the
research found that, First, the amount of contact that students have with people with disabilities
may influence their participation in peer interaction programs. Students who had limited
previous contact may be less willing to volunteer to participate (Carter et al., 2004, p. 230).
Second, the study found that students without disabilities who had knowledge of disabilities were
more likely to exhibit positive attitudes toward people with disabilities. Lastly, More positive

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attitudes toward people with disabilities may influence students decisions to volunteer for peer
interaction programs (Carter et al., 2004, p. 230).

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Chapter 3
Methods
Introduction
Little research has been done exploring whether social inclusion programs such as Best
Buddies affect social skills abilities in individuals with ID. The review of research outlines the
many factors contributing to social isolation from different points of view. Research into the
effectiveness of Best Buddies in High School and College programs along with qualitative data
acquired from students in general education classes and adults with ID helps outline the current
status of individuals with ID in society. Specifically, this information was useful and taken into
consideration through the formulation of the design and methodology of this research study.
Research Design and Methodology
This research study used a combination of qualitative and quantitative methods with a
correlational design. The researcher collected data using a teacher-made rating scale and also
included anecdotal notes. The study sought to find a relationship between participating in a social
inclusion program and social skills abilities.
Research measured social skills abilities of adults with ID. Four social skills areas were
measured: eye contact (initiating), eye contact (maintaining), asking an appropriate question, and
providing an appropriate answer to a question. Four students who participated in Best Buddies
were observed during a regularly scheduled social skills lesson during the school day. One
observation occurred each week during a span of 8 consecutive weeks. This research was
conducted to determine if participation in Best Buddies affects social skills abilities over a set
time.
The classroom teacher conducted each observation and rated students using a teacher-

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made rating scale. The teacher had taught social skills to students throughout the school year,
focusing on the four aforementioned areas measured in this study. As the year progressed, the
teacher faded modeling and prompting as students independently mastered these skills.
Social skills time consisted of the teacher randomly selecting one student to begin the
activity. This student had the task of picking another student with whom he or she would have a
conversation. Earlier in the school year the teacher had introduced students to several suggested
questions used in such a conversation. These questions included but were not limited to: How
do you feel today?, What did you eat for dinner last night?, What did you do last night?,
and Do you have any plans for tonight?. Students had been instructed to respond to these
questions using complete sentences, while remembering to initiate and maintain eye contact
throughout the exchange. After the student responded to two or three questions, it was his or her
turn to select another student and continue the process.
It should be noted that the teacher did not provide prompting or modeling to any students
during the eight observations used in this study. Also, time allotted for these daily social skills
exchanges between the entire class averaged 10 minutes. This fluctuated depending on several
factors, including willingness of students to participate and alertness of students. While all six
students in the classroom participated in this social skills time, only four students participated in
the study and were rated using this scale.
Classroom Demographics and Ethical Procedures
A total of four individuals participated in the research. All of the participants are enrolled
full-time in a community-based transition program in a public school system in the mid-south.
This program serves students aged 18-22 who have graduated with a special education diploma
from a high school within the district. Students participate in a curriculum that teaches vocational

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17

skills, social skills, self-advocacy skills, independent living skills, and life skills. Students learn
through lessons taught in a classroom located in the community at a private university as well as
at several non-paid job sites throughout the area.
The classroom consists of six students. Five are female and one is male. Out of the six
students, five have an ID and one has autism. Five out of six or 83% of students in the classroom
are Caucasian, while one or 17% of students is African-American. Each of the students qualifies
for free or reduced breakfast and lunch through the school district. Three or 50% of students live
with a biological mother and father. One student lives with an adopted mother, while two
students live with a divorced, single mother.
Each of the students and their parents completed all forms as required by the Institutional
Review Board (IRB) process. This included signing consent forms giving permission for
participation in this research study. Student names will remain confidential. Consequently,
students were assigned a letter (A, B, C, or D) to identify them as participants in this study.
Student Profiles
Student A is an 18 year old African-American female with an ID. Her reading level has
been measured at first grade and she is also at a first grade math level. Teacher-made vocational
assessments indicate she would excel in a job working with people. This student has strong
communication skills. She graduated from a high school within the school district in 2011. She
enjoys shopping, talking on the phone, and spending time with friends. Her parents are divorced
and she lives with her mother and her younger brother.
Student B is a 20 year old Caucasian female. She has an ID. Teacher-made vocational
skills assessments indicate she would also thrive in a work environment with other people.
Similarly, this student also has strong communication skills. She was appointed to a leadership

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position within the chapter of Best Buddies affiliated with the classroom. This position requires
communicating information to members about group events and meetings. Her strong
communication skills contribute to her success with this position. The student graduated from a
high school within the school district in 2011. She lives with her biological parents with no
siblings.
Student C is a 22 year old female. She is Caucasian and has an ID. Although her
diagnosis is ID, she exhibits some characteristics of autism, including being obsessive and
thriving on structure and schedules. A speech language pathologist (SLP) provides services to her
once every other week during the school year. The SLP focuses on prompting the student to
produce functional word approximations. She has a limited verbal vocabulary and often makes
requests or responds to answers with two or three word utterances. The Dolch Word Assessment
indicates she is at a first grade reading level. She received a special education diploma from a
high school within the school district in 2010. The student lives with her biological parents and
sister.
Student D is a 21 year old Caucasian female. She has an ID as well as Downs syndrome.
She is at a fifth grade reading level. This student participated in a speech-writing workshop
through Best Buddies where she composed a speech and read it at a community event. In 2011
she graduated from a high school within the district. She lives with her biological parents.
Instrumentation and Data Collection Procedures
Social skills of participants were rated using a teacher-made five-point rating scale. The
four areas measured were eye contact (initiating), eye contact (maintaining), asking appropriate
questions (to peers), and answering appropriately (to questions posed by peers). Students were
given a 1 when the skill was not present. A 2 meant an inconsistent performance of the skill.

Running Head: EFFECTS OF SOCIAL INCLUSION PROGRAMS

Students received a 3 for acceptable performance of the skill. A 4 indicated above average
performance of the skill while a 5 meant excellent performance of the skill. Anecdotal notes
were also included in addition to these ratings. This rating scale was selected because of the
simplicity of use. Also, the teacher regularly used this scale to rate student performance during
social skills time and it had proven to be effective.
During social skills time, students were rated using this scale and anecdotal notes were
taken regarding their performance. As previously mentioned, no prompting or modeling was
provided during these eight observations. This was done to ensure accuracy of results in
determining if participation in a social inclusion program correlated with social skills abilities
over a period of time.

19

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Chapter 4
Results
Analysis of Whole Group Results
The following charts and graphs compare results of data collected within the 8 week span
of observations. One observation was conducted per week. The teacher collected this data during
social skills time in the classroom. The first chart included in Display One is the scoring key
used by the researcher during the observations.
Display One
Scoring Key:
5 = Excellent performance of skill
4 = Above average performance of skill
3 = Acceptable performance of skill
2 = Inconsistent performance of skill
1 = Skill not present
Comparison of Average Ratings of Four Social Skills Areas Over Eight Week Span
What was the average combined rating across four social skills areas during observations 1-4
and 5-8? What was the difference?
Student
Average Rating Weeks 1-4 Average Rating Weeks 5- Difference
8
Student A
3.25
3.5
+.25
Student B
3.25
3.87
+.62
Student C
2.37
2.68
+.31
Student D
3.37
4.0
+.63

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This first set of data represents whole group results from the research. The average
ratings represent an averaged score of social skills ratings across the four areas measured.
Student A averaged a rating of 3.25 during the first four observations. This increased by .50 to
3.75 during the last four observations. While Student B also earned a score of 3.25 during
observations 1-4, this average increased by .62 during the last four observations. Student C also
showed gains, scoring an average of 2.37 during observations 1-4 and 2.68 during observations
5-8. This was an increase of .31. Lastly, Student D showed gains as well. This student earned an
average rating score of 3.37 during the first four observations. Observations 5-8 showed the
student scored an average of 4.0, an increase of .63.
Analysis of Individual Student Results
The following graphs represent individual student results. The first graph represents
Student A, the student who showed the least increase in average score between the first and last
four observations. The second graph represents Student D, who showed the most increase in
average score between observations 1-4 and 5-8.
Display Two

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Student As highest average score was in the social skills areas of initiating eye contact.
The student scored an average of 3.62 in this area during the eight observations. The lowest score
for this student was maintaining eye contact. Student A scored an average of 3.0 in this area
across all eight observations. Anecdotal notes indicated this student appeared to fall asleep for
periods of 3-5 seconds per instance. This may have attributed to the lower scores in the area of
maintaining eye contact. Student A showed the lowest increase in overall average across all four
social skills areas over time in comparison with the other students. This increase was .25.
Student Ds highest average score was evenly distributed in three social skills areas:
initiating eye contact, maintaining eye contact, and asking an appropriate question. This student
averaged a score of 3.75 in each of these areas. Student Ds lowest average score was in the area

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of giving an appropriate answer, which averaged 3.5 throughout the eight observations.
Anecdotal notes indicated that Student D frequently exhibited moodiness and at times appeared
unwilling to participate in the social skills activity. Interestingly, despite these factors, the student
scored rather highly in comparison with the other students in the study. Student D showed the
most increase in average score among all four areas over time when compared to the other
students. This increase was .63.
Chapter 5
Discussion, Conclusions, and Implications
Interpretation of Research Findings and Significance of Results
The researcher posed the question Do social inclusion programs such as Best Buddies
affect social skills abilities in individuals with disabilities? Results from this research study
make it difficult to answer this question with a definitive yes or no response. While students in
this study showed an overall increase in score of .45 points given a five-point rating scale which
measured social skills abilities across four areas, the researcher does not have enough
information to attribute this to participation in a social inclusion program.
While being matched in a one-to-one friendship with a peer without a disability may have
been a factor in students exhibiting an increase in social skills abilities, there are many other
outside factors that may have played an equal or larger role. This increase may have been
attributed to situations in which students had the opportunity to further develop their social skills
in and outside the classroom setting. These factors include but are not limited to: spending time
with friends other than their matched friend, spending time with family, and increased
opportunity to interact socially with natural supports at non-paid job sites through the
community-based transition program. One should not make the assumption that social skills

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programs positively affect social skills abilities in individuals with ID based on this research
study alone.
Implications for Further Research
Further research should be done exploring the effect social inclusion programs have on
social skills abilities of individuals with ID. The researcher did not have access to records
indicating the frequency of interaction between the Best Buddies participants and their peers
without disabilities who took part in this research study. This information would have made it
clearer to establish a direct correlation between participation in Best Buddies and social skills
abilities.
As previously mentioned, participants in this study were females aged 18-22. Further
research might include more participants, both male and female, and of a more
socioeconomically diverse background. Also, a similar, perhaps more comprehensive study
might collect data for an entire semester or entire school year. Lastly, input from parents and
peers without disabilities involved with Best Buddies might provide further insight regarding
their friendships, and moreover, the effectiveness of the social inclusion program in affecting
social skills abilities in the individuals with ID.
Recommendations and Conclusion
May and Raske (2005) described disability as a social construct rather than a condition
which disables the individual. Wolfensberger (1998) proposed that all individuals seek to fulfill
valued social roles and that for individuals with disabilities it may be difficult to realize them.
Research shows that social skills programs such as Best Buddies do have a positive affect on
individuals with disabilities and furthermore, attribute to fulfilling these valued social roles (2011
Survey Report Summary). Carter et al. (2004) found that peers without disabilities who are

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exposed to individuals with disabilities might be more likely to volunteer for social inclusion
programs. These studies, along with this research study make it evident that interaction between
individuals with and without disabilities can produce positive results for both parties involved.
Teachers and those who support people with ID should take note of this research and strive to
create opportunities for individuals with ID to interact with those without disabilities. Those
providing a service and also people included in social circles with individuals with ID should
work collaboratively to ensure these opportunities are created. Research indicates the results can
be mutually beneficial.

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References
Abbott, S., and McConkey, R. (2006). The barriers to social inclusion as perceived by people
with intellectual disabilities. Journal of Intellectual Disabilities, 10(3), 275-287.
Carter, E. W., Hughes, C., Copeland, S. R., and Breen, C. (2001). Differences between high
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