Abstract

This article describes the social networks of four young people with intellectual disabilities in supported adult education, focusing on their inclusion in school and leisure environments. A multiple case study approach with content analysis was used. Data were collected through interviews with young people and their family members, relationship maps, observation journals and notes from Personal Futures Planning meetings. Relationships with family members, other relatives and neighbours were close. One participant had a friend of her own age with no disabilities. The other three had varying, superficial peer relationships and friends of the family. All the participants had heterogeneous relationship maps and had no difficulties in nominating the people who were important to them. All of them hoped to make friends with peers without disabilities.

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