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Zbornik radova Filozofskog fakulteta u Prištini
2016, iss. 46-1, pp. 297-318
article language: Serbian
document type: Original Scientific Paper
published on: 24/05/2016
doi: 10.5937/zrffp46-10041
Creative Commons License 4.0
Peer relationships: Differences considering intellectual abilities and age
University of Belgrade, Faculty for Special Education and Rehabilitation



Problems with peers are more common among children with intellectual disabilities (ID) than typical development (TD) children. As a lack of research in this field states the heterogeneity of the samples in relation to the level of disability and age, which is important for the ability to plan preventive programs and targeted interventions. The aim of this study was to examine the association between intellectual status and age with peer relationships. The study included 206 students aged 12 to 18 years, of which 76 with mild ID and 130 TD. Peer relationships were measured by Rahim Organizational Conflict Inventory (compromise, problem solving, yielding, avoidance and domination) and by The Strenghts and Difficulties Questionnaires, subscale Problems with peers, form for teachers. The main findings showed that students with mild ID have more problems with peers than TD students. Unlike TD students, students with mild IO at secondary school more often yielding and avoidance conflicts. At later age dominance is less frequent in both groups of students, and problem solving and compromise are statistically more frequent in students with mild ID group than in TD peers group. It was concluded that negative social experience of young people with mild ID simultaneously motivate to constructive and destructive ways of resolving conflicts.


peer relationships; problems with peers; conflict resolution; students with mild intellectual disability; typical development students


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