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Using Social Network Analysis to Examine the Social and Organizational Networks of Children With Disabilities and Their Educators
Sun, April 24, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Special and Inclusive Education Research Virtual Paper Session RoomSession Type: Symposium
Abstract
Social Network Analysis (SNA) is a powerful set of tools for understanding how social networks impact school relationships (Daly, 2010). Few studies have used SNA to understand the social experiences and the organizational networks of students with disabilities and their teachers within a historically marginalizing US education system. In this symposium researchers apply SNA to understand the social experiences of students with and without disabilities from upper elementary school through high school. One paper also examines the social and organizational networks of secondary special education teachers. Practical implications will identify the promising and powerful ways that SNA can be used to develop transformational educational practices that support inclusion and promote access to more diverse organizational networks for this understudied group.
Sub Unit
Chair
Papers
Friendship Networks of Middle School Students With and Without Disabilities: Enhancing Inclusion Through a Research-Practice Partnership - Christoforos Mamas, University of California - San Diego; Shana R. Cohen, University of California - San Diego; Caren Holtzman, University of California - San Diego
Cooperative Learning Intervention Decreases Influence of Deviant Peer Homophily on Likelihood of Friendship - Christopher Loan, University of Oregon
Individual, Dyadic, Contextual, and Network Effects on School-Wide Friendships Among Youth With and Without Disabilities - Katherine Bromley, University of Oregon; Ryan Light, University of Oregon; Christopher J. Murray, University of Oregon; John R Seeley, University of Oregon; Kent McIntosh, University of Oregon
Examining the Transition Networks of Secondary Special Education: A Mixed-Methods Approach - Jennifer L. Bumble, American Institutes for Research; Erik Carter Erik Carter, Vanderbilt University