Examining the Transition Networks of Secondary Special Education: A Mixed-Methods Approach

• In Event: Using Social Network Analysis to Examine the Social and Organizational Networks of Children With Disabilities and Their Educators

Abstract

Objectives or Purpose:
Successful outcomes for youth with disabilities require collaboration within and beyond the school system. This collaboration ideally includes a wide range of professionals across school systems, service systems, and communities coming together as part of a “transition network” to support the transition from school to community life. School systems rely on special educators to cultivate these networks, yet little is known about how educators establish transition networks and the characteristics of these networks. Research questions were: (1) What are the characteristics of the transition networks of secondary special educators? Second, what educator-and school-level variables are associated with larger transition networks? Third, how do educators explain or interpret variables associated with larger networks?

Perspective(s) or theoretical framework
Social resource theory (Lin, 2001) describes the resources embedded within a network as a measure of social capital. In the case of secondary special educators, who often seek out postschool resources for students and families, an increased number of “bridges” to other partners (i.e., a larger social network) is more beneficial because they provide access to an increased number of diverse resources. At the same time, it is important to also consider the qualities of these partnerships and how they contribute to improved postschool outcomes for students.

Methods, techniques, or modes of inquiry
Study participants were 509 secondary special educators in TN. Interview participants were a purposive sample of 25 respondents. We used a sequential explanatory mixed methods design with two phases—(1) collecting/analyzing quantitative social network data through an online survey and (2) conducting qualitative semi-structured interviews to better understand the quantitative findings. We used correlational analyses and linear regression analysis to understand variables associated with larger networks. We triangulated the regression findings with data from semi-structured interviews (using a concept-driven deductive analysis based on relevant regression variables)

Data sources, evidence, objects, or materials
We collected network data using a role generator(with 45 potential partners (Lin et al., 2001). Respondents reported if they collaborated with each partner, the frequency and reciprocity of communication, and if the partnerships supported improved student outcomes.

Results and/or substantiated conclusions
Although educators communicated with a wide range of partners, most partnerships were concentrated within the school system. Larger, more diverse networks were associated with working in a high school, primarily supporting students with moderate/severe disabilities, increased years of experience, and increased knowledge of how to establish collaborative partnerships. Qualitative insights brought nuance and depth to the quantitative findings that could not be achieved through a single methodology. In addition, they point to factors that might be highly valued by educators, but may not directly increase collaboration.

Scientific or scholarly significance
This is the first study to measure the personal networks of secondary special educators. Understanding the range of partners they collaborate with during the transition process and the qualities of their partnerships is an important step in (a) identifying the “key ingredients” of effective transition collaboration and (b) developing future interventions to increase collaboration.

Authors

• Jennifer Bumble, University of Kansas

• Erik Carter Erik Carter, Vanderbilt University