Personal support networks of adolescents with intellectual disabilities in secondary education

ABSTRACT

Social networks are essential for social inclusion as they create opportunities for the achievement of different types of social support. People with intellectual disabilities encounter barriers to establishing social relationships and often have reduced social support networks. A structured interview was designed with the aim of studying the characteristics of the personal support networks of adolescents with intellectual disabilities. 21 secondary schools and 2 special schools were contacted to ask for their collaboration in the recruitment of students with intellectual disabilities from 14 to 19 years old. Of these, 15 schools managed to recruit 27 students and obtain the consent of both their families and the participants. Information was collected on the composition of their personal networks and their functionality as support networks. The individual data of each participant was analysed using the EgoNet social network analysis software and the relationship set was analysed using statistical techniques. The study shows that reduced social networks are identified and that friendships, linked mainly to the school, and family members are the main sources of support. The study highlights the importance of promoting social relationships in adolescents with intellectual disabilities in order to increase opportunities to develop supportive relationships that favour social inclusion.

KEYWORDS:

• Social support
• personal support networks
• intellectual disability
• transition to adulthood
• adolescents
• secondary school

Acknowledgments

The authors would like to express sincere gratitude to all the young people who participated in interviews for their time and contribution and to all schools that made it possible to contact their families.

Disclosure statement

The authors declare that they have no conflict of interests.

Additional information

Funding

This research was supported by the Spanish Research Agency of the Ministry of Science and Innovation (grant number EDU2017-84989-R).

Notes on contributors

Ana Rey

Ana Rey is a PhD student at the Education doctoral Program and has a research training predoctoral contract at University of Girona. She is member of the Research Group on Diversity of the Institute of Educational Research, both at University of Girona (Spain).

Judit Fullana

Judit Fullana is associate professor at the Department of Pedagogy at University of Girona. She coordinates the Master programme in Diversity and Inclusive Education. She is member of the Research group on Diversity of the Institute of Educational Research at  University of Girona.

Maria Pallisera

Maria Pallisera  is professor at the Department of Pedagogy at University of Girona. She is the director of the Doctoral Programme in Education of this university. She is the director of the Research Group on Diversity of the Institute of Educational Research at University of Girona.