Header

UZH-Logo

Maintenance Infos

Employing social network analysis to examine the social participation of students identified as having special educational needs and disabilities


Mamas, Christoforos; Hartmann Schaelli, Giovanna; Daly, Alan J; Navarro, Henar R; Trisokka, Lambri (2020). Employing social network analysis to examine the social participation of students identified as having special educational needs and disabilities. International Journal of Disability, Development and Education, 67(4):393-408.

Abstract

The number of students with identified Special Educational Needs and Disabilities (SEND) in mainstream schools has been rising in the last three decades, primarily due to policy changes promoting inclusive education. However, many of these students remain socially isolated despite expectations that inclusion may lead to enhanced outcomes, particularly social outcomes. This paper draws on a study conducted in three countries; Cyprus, Spain, and Switzerland. A critical case study design, grounded in social capital theory, was adopted to examine the concept of social participation from a social network perspective in six Grade 4 classrooms, two in each country. Data were collected through 109 network surveys. Network maps for each classroom were developed, and social network measures were calculated. The findings from each case/classroom were encouraging in terms of the social participation of students with SEND and have provided a layer for understanding social responsiveness and inclusion of each classroom. The social participation for many students with SEND was found to be comparable to peers without SEND.

Abstract

The number of students with identified Special Educational Needs and Disabilities (SEND) in mainstream schools has been rising in the last three decades, primarily due to policy changes promoting inclusive education. However, many of these students remain socially isolated despite expectations that inclusion may lead to enhanced outcomes, particularly social outcomes. This paper draws on a study conducted in three countries; Cyprus, Spain, and Switzerland. A critical case study design, grounded in social capital theory, was adopted to examine the concept of social participation from a social network perspective in six Grade 4 classrooms, two in each country. Data were collected through 109 network surveys. Network maps for each classroom were developed, and social network measures were calculated. The findings from each case/classroom were encouraging in terms of the social participation of students with SEND and have provided a layer for understanding social responsiveness and inclusion of each classroom. The social participation for many students with SEND was found to be comparable to peers without SEND.

Statistics

Citations

Dimensions.ai Metrics

Altmetrics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Health (social science)
Social Sciences & Humanities > Education
Health Sciences > Health Professions (miscellaneous)
Social Sciences & Humanities > Developmental and Educational Psychology
Uncontrolled Keywords:Case study design, inclusion, social network analysis, social participation, special educational needs and disabilities (SEND)
Language:English
Date:3 July 2020
Deposited On:14 Feb 2020 13:49
Last Modified:29 Jul 2020 14:22
Publisher:Taylor & Francis
ISSN:1034-912X
OA Status:Closed
Publisher DOI:https://doi.org/10.1080/1034912x.2019.1614153
Project Information:
  • : FunderH2020
  • : Grant ID660607
  • : Project TitleIE2 - Inclusive Education for an Inclusive Europe: Examining Social Interactions, Dynamics and Friendship Networks of Students in Mainstream Primary Schools

Download

Full text not available from this repository.
View at publisher

Get full-text in a library