Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities

Autor/inn/en	Mamas, Christoforos; Schaelli, Giovanna Hartmann; Daly, Alan J.; Navarro, Henar R.; Trisokka, Lambri
Titel	Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities
Quelle	In: International Journal of Disability, Development and Education, 67 (2020) 4, S.393-408 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mamas, Christoforos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1614153
Schlagwörter	Social Networks; Network Analysis; Students with Disabilities; Inclusion; Friendship; Social Isolation; Elementary School Students; Foreign Countries; Play; Recess Breaks; Cyprus; Spain; Switzerland + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Freundschaft; Soziale Isolation; Ausland; Spiel; Aktive Pause; Zypern; Spanien; Schweiz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01