Book chapter
Building Social Networks
Handbook of Research-Based Practices for Educating Students with Intellectual Disability, pp 258-267
2025
Abstract
The social networks of children and adolescents during K-12 education have been found to influence individual attitudes, beliefs, and behaviors, impacting diverse outcomes such as social and cognitive development, psychological well-being, social connections, health, education, and employment. For K-12 students with intellectual disability, social networks are considered a key dimension of social inclusion, defined as social relationships with peers and community participation in their larger ecosystems. Social network interventions targeting the development of increased social interactions and friendship for students with intellectual disability, autism, and multiple disabilities have used organizational training and peer supports to promote inclusion, including neurotypical peer training, cohesive social group building, and playground interventions. These interventions also often include relational skill building for students with intellectual disability, autism, and multiple disabilities. This chapter will provide an overview of the importance of social networks for school-aged individuals with intellectual disability, methods for measuring social networks, and evidence-based interventions designed to build networks for students with intellectual disability, autism, and multiple disabilities.
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Details
- Title
- Building Social Networks
- Creators
- Elizabeth McGhee Hassrick - Drexel University, Sociology
- Publication Details
- Handbook of Research-Based Practices for Educating Students with Intellectual Disability, pp 258-267
- Publisher
- Routledge
- Edition
- 2nd Edition
- Resource Type
- Book chapter
- Language
- English
- Academic Unit
- Sociology; A.J. Drexel Autism Institute
- Scopus ID
- 2-s2.0-105039997396
- Other Identifier
- 991022161142104721