In this assignment, you have the opportunity to explore your own experience of friendship. In 300-500 words, please consider the ethical dimensions we have explored in the class and describe your understanding of friendship. Discuss how you primarily relate to your friends and how factors such as the Internet, environment, or upbringing may influence your experience of friendships. Please share some of your hopes and/or concerns regarding the state of your current friendships. Please be sure that ethical considerations inform your response.

Read:Required:Module Notes: Friendship and Different AbilitiesHutchison, P. (1990). “A Qualitative Study of the Friendships of People with Disabilities.” Toronto: G. Allan Roeher Institute. [PDF, File Size 54.5 KB] Retrieved from http://lin.ca/sites/default/files/attachments/CCLR6-12.pdfWard, A. (2010). “When they don’t have to sit there they don’t. They’ll go and sit somewhere else.” Students with disabilities talk about barriers to friendship. Kairaranga, 11(1), 22-28. [PDF, File Size 116.66 KB] Retrieved from http://files.eric.ed.gov/fulltext/EJ925403.pdf

View:Required:Film: Rory O’Shea Was Here. This can be viewed though ITunes, Youtube, Google Play, or Amazon. A Boy and His Dog Friendship can mean different things to different people. Some philosophers would say that true friendship is only possible between people. Would you characterize this as true friendship? [Video File, 9 min 28 seconds] Retrieved from http://mostamazingplanet.com/dog-three-legs-becomes-boys-best-fModule Note:In this module, we explore the role of disabilities in the development and expression of friendship. We explore some of the barriers to friendship for those who are differently abled, evaluating some of the research surrounding it. We apply philosophical reasoning to analyze some of the challenges that those are differently abled experience, particularly in a classroom environment.

Those who have disabilities often prefer to be referred to as “differently abled,” rather than disabled. Differently abled simply means that one has different abilities. For example, if one is without sight, one may have the ability to sense things more tactilely or auditorily. Indeed, one may have more of an astute awareness of how things feel or even sound than one who has complete vision. The point is that one enjoys a different ability, rather than a lack of ability.

Research is limited in the area of critical friendships and the differently abled community. We do know that differently abled people have the same desire for affection and companionship as anyone. They also have additional needs around cultivating friendships, wanting less dependency on their families and service care providers (Hutchinson, 2010).

Studies indicate that the majority of differently abled individuals have no or few friends among those outside of this community. Differently abled individuals are often challenged to cultivate friendships, in part because of the perception that they need services, rather than friendships. A lot of people in this community feel lonely and isolated, and sometimes become overly dependent on their service care workers and families for companionship (Hutchinson, 2010). Part of the challenge is that the family members and service care workers do not often actively support these friendships with persons outside of the community, believing that there would not be much of an interest. As well, there are few opportunities for people who are differently abled to actually interact with those outside their community. Finally, time and energy is spent more on the basic, physical needs of those from this community, rather than focusing on cultivating friendships with those outside of the community. Some families and providers are fearful that this would be viewed as an interference with the natural process.

The Ward article focuses specifically on the classroom setting, where many of our friendships are fostered and nurtured. Research suggests that those who are differently abled are quite disadvantaged in their ability to make friends and sustain them. Research indicates that there are three primary themes that aid in student friendships: proximity, opportunity, and facilitation. Students often make friends with those who are simply near them in the same class, age group, or environment. Students also need the opportunity to share similar interests and experiences. Finally, especially with younger children, parents often participate in helping to facilitate friendships. In a school environment, instructors often need to take on this facilitation role. Research indicates that this often does not occur, with secondary instructors particularly focused more on teaching the curriculum than addressing student needs (Ward, 2010, p. 23).

According to researchers, there are four key factors that serve to inhibit friendships for those who are differently abled, particularly in a classroom setting. The first are physical barriers, such as narrow doorways or isolated seating.  Intentional attitude barriers entail isolation, bullying, or cruel treatment. Unintentional attitudinal barriers include a lack of knowledge or awareness and physical limitations of the student, such as visual impairment (Ward, 2010, p. 24).

Additionally, some of the stereotypes are that differently abled people are unable to reciprocate equally in a friendship, having more needs. Reciprocity is understood as key to a healthy, flourishing friendship. Caretakers need to learn to help facilitate these friendships by being less patronizing and more empowering (Hutchison, 1990). Another barrier has traditionally been a reliance on one caregiver as the primary friend. Like the rest of the population, those who are differently abled need a range of friendships outside of the connections they share with their families and caregivers. The movie, Inside I’m Dancing explores this idea and underscores some of the challenges to friendship faced by persons with disabling conditions. In the movie, Michael is befriended by Siobhan, who has been hired as his and Rory’s personal assistant. His inexperience with friendship leads him to view the relationship as more than friendship. It also leads to Rory’s jealousy and conflict.

The research consensus is that there needs to be greater awareness about the value of friendship, in general, and how it contributes to a better quality of life. There also needs to be more awareness that those who are differently abled need and thrive off of friendships as much as the rest of the population. Understanding that special services, aids, and caregivers cannot and should not provide the primary means of socialization for those from this community is essential. Facilitating friendships outside of services, recreation programs, and those offerings that aim to cultivate socialization, but which seldom succeed, is important. Basically, creating more inclusive and less segregated environments, and treating everyone as capable of genuine, reciprocal friendship is essential (Hutchinson, 2010).

According to researchers, there are four key factors that serve to inhibit friendships for those who are differently abled, particularly in a classroom setting. The first are physical barriers, such as narrow doorways or isolated seating.  Intentional attitude barriers entail isolation, bullying, or cruel treatment. Unintentional attitudinal barriers include a lack of knowledge or awareness and physical limitations of the student, such as visual impairment (Ward, 2010, p. 24).

Additionally, some of the stereotypes are that differently abled people are unable to reciprocate equally in a friendship, having more needs. Reciprocity is understood as key to a healthy, flourishing friendship. Caretakers need to learn to help facilitate these friendships by being less patronizing and more empowering (Hutchison, 1990). Another barrier has traditionally been a reliance on one caregiver as the primary friend. Like the rest of the population, those who are differently abled need a range of friendships outside of the connections they share with their families and caregivers. The movie, Inside I’m Dancing explores this idea and underscores some of the challenges to friendship faced by persons with disabling conditions. In the movie, Michael is befriended by Siobhan, who has been hired as his and Rory’s personal assistant. His inexperience with friendship leads him to view the relationship as more than friendship. It also leads to Rory’s jealousy and conflict.

The research consensus is that there needs to be greater awareness about the value of friendship, in general, and how it contributes to a better quality of life. There also needs to be more awareness that those who are differently abled need and thrive off of friendships as much as the rest of the population. Understanding that special services, aids, and caregivers cannot and should not provide the primary means of socialization for those from this community is essential. Facilitating friendships outside of services, recreation programs, and those offerings that aim to cultivate socialization, but which seldom succeed, is important. Basically, creating more inclusive and less segregated environments, and treating everyone as capable of genuine, reciprocal friendship is essential (Hutchinson, 2010).

Vernon, The Meaning of Friendship: