Egocentric networks of adolescents with and without disabilities across academic tracks: conditions and impact on communication technology use and formal and informal social activity

Wolowiec-Fisher, Kimberly

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https://hdl.handle.net/2142/49604 Copy

Description

Title

Egocentric networks of adolescents with and without disabilities across academic tracks: conditions and impact on communication technology use and formal and informal social activity

Author(s)

Wolowiec-Fisher, Kimberly

Issue Date

2014-05-30T16:52:03Z

Director of Research (if dissertation) or Advisor (if thesis)

Shogren, Karrie A.

Doctoral Committee Chair(s)

Shogren, Karrie A.

Committee Member(s)

• Ostrosky, Michaelene M.
• Halle, James W.
• Wehmeyer, Michael L.

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• disability
• special education
• social networks
• egocentric networks
• academic tracking
• secondary education

Abstract

Limited research has examined how personal characteristics and institutional policies influence adolescent social networks and engagement in informal and formal social activity. To examine these issues, a social capital model was developed and tested to examine how personal characteristics (i.e., gender, race/ethnicity, grade, crowd membership, and information communication technology use - ICT) and institutional policies, such as school-based academic tracking based on disability status, influence the social networks of adolescents with and without disabilities and their formal and informal social network activities. Ego network data were gathered on adolescents with and without disabilities in two high schools across academic tracks adopted by the schools (i.e., general education, co-taught, special education classrooms). Differences in ego network structural characteristics (i.e., network size, density, effective size, and efficiency) across academics tracks and the influence of personal characteristics on ego networks and social activity were examined. Results indicated significant differences in ego network structural characteristics, ICT use, and participation in informal social activity for students in the special education track. Implications for research and practice, including supporting the use of ICT and ego network mapping use during instruction are provided.

Graduation Semester

2014-05

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http://hdl.handle.net/2142/49604

Copyright and License Information

Copyright 2014 Kimberly Wolowiec-Fisher

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