Friendships are central to children’s development and well-being, but children with intellectual and developmental disabilities who have complex communication needs are at risk of social isolation. This qualitative study used methods informed by grounded theory to investigate the nature of how elementary-age children without disabilities described the experience of friendship and the dynamics of friendship development with their friends with and without complex communication needs. Sixteen children participated in semi-structured interviews. Each indicated they were friends with one of four children who received special education services under categories of autism and/or intellectual disability and was learning to use aided augmentative and alternative communication (AAC). Interviews were structured to hear each child talk separately about two different friendships: (a) one with any friend they chose and (b) one with the friend with complex communication needs who was learning to use aided AAC. Findings included the development of a model to conceptualize the substance and development of these friendships. Findings also highlighted how children’s experiences of friendship with the friend with complex communication needs intersected with how they experienced, talked about, and made meaning of their friend’s disability. Implications for research and practice discuss potential pathways for promoting friendships in schools.
