Inclusion and Social Networks of Students With Special Educational Needs and Disabilities

• In Event: 41.077 - Children With Special Education Needs: Examining School Climate in Primary Education Settings

Abstract

Objective

The main objective of this study was to examine the social networks of students with special educational needs and disabilities (SEND) in general education settings. In doing so, we wanted to understand the social structure of peer relationships, the social structural position of these students within social networks as well as the process of forming friendships and engaging in social interactions with peers.

Theoretical Framework
Peer relationships have been found to provide opportunities for social, emotional and cognitive development. This study drew on social network theory as a way to investigate both the quantity and quality of relationships, through which resources can be exchanged, borrowed and leveraged to facilitate achieving goals (Moolenaar, Daly & Sleegers, 2012).

Methods and Data Sources
The study was conducted in racially and linguistically diverse classrooms with above-average rates of students with SEND. A mixed methods approach was employed in collecting the data, using a sequential transformative design (Creswell, 2009). Two phases of data collection were implemented. First, 195 social network questionnaires were collected from students across 10 elementary classrooms (Grades 4 and 5), which included 42 SEND students. Network data were analyzed by employing social network analysis. Social network analysis conceptualizes individuals as ‘nodes’ and their relations to each other as ‘lines’ (Scott, 2013). Children were asked to nominate their friends in the classroom (figure 1), and who they want to play with during recess. Second, the ten classroom teachers and 85 students participated in semi-structured interviews. Thematic analysis was employed to analyze the interviews. Two coders coded all interviews so to increase reliability of interview data.

Results
Preliminary results have shown that well-connected and dense classroom social networks tend to be more inclusive and, as a result, SEND students in these classrooms are more connected and seem to have more friends than counterparts in less connected classrooms (see figure 1). Interview results from teachers’ interviews indicated that students, including those with SEND, are on average more socially connected in classrooms where teachers are more committed to creating an inclusive environment. Results from students’ interviews suggested that 4th and 5th graders highly value friendships and positive peer relationships. Many students with SEND are at risk of social isolation as some of them reported struggling with friendships and would like more opportunities to socially engage with peers.

Scholarly Significance
A number of pedagogical implications flow from this work and support the view that inclusion can work and may result in increased socialization. Our study provides insights into the process of forming friendships and how social support flows through the classroom network. Our work suggests the potential of social network analysis for revealing insights into this often at risk group.

Authors

• Christoforos Mamas, University of California - San Diego

• Alan J. Daly, University of California - San Diego