Factors influencing social interaction among high school students with severe disabilities and their general education peers.

다국어 초록 (Multilingual Abstract)

Recent legislative, policy, and research initiatives affirm the importance of improving social outcomes for adolescents with severe disabilities. Factors were examined that may influence social interaction between students with severe disabilities and their general education peers in high school settings. Similarities and differences were found between integrated and segregated settings with respect to contextual variables and measures of social interaction. Across settings the presence of a peer buddy was associated with higher frequency interactions and more positive student affect. Implications regarding increasing social interaction among high school students are discussed.